A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District

Autor/in	Nottke, Regina
Titel	A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District
Quelle	(2017), (87 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of St. Francis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-4064-4
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Achievement; Computer Assisted Instruction; Academic Achievement; Regular and Special Education Relationship; Middle School Students; Elementary School Students; School Districts; Individualized Education Programs; Intervention; Achievement Gap; Teaching Methods; Instructional Effectiveness; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Computer based training; Computerunterstützter Unterricht; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School district; Schulbezirk; Individualized education program; Individualisierendes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	The gap in academic achievement between regular and special education students is well documented. Math was once the stronger area for students with IEPs; however, the scores in Illinois in 2013 suggest that for the subgroup of IEP students, reading and math performance has reached an all-time ten-year low, even when correcting for the change in cut-scores (Illinois Interactive Report Card, November 2014). This study will be looking at whether or not a computerized math intervention that focuses on math fact fluency will close the achievement gap in the area of mathematics for special education elementary students in a Chicago south suburban school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01