Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

Autor/inn/en	Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara
Titel	Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math
Quelle	In: Journal of Special Education, 50 (2016) 2, S.75-85 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466915622021
Schlagwörter	Middle School Students; Interviews; Student Attitudes; Correlation; Response to Intervention; Self Efficacy; Learning Disabilities; Metacognition; Learning Strategies; Equations (Mathematics); Problem Solving; Special Education Teachers; Fidelity; Teaching Methods; Scoring; Student Characteristics; Pretests Posttests; Measures (Individuals); Mathematics Achievement; Mathematics Instruction; Likert Scales + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interviewing; Interviewtechnik; Schülerverhalten; Korrelation; Self-efficacy; Selbstwirksamkeit; Learning handicap; Lernbehinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Equations; Mathematics; Gleichungslehre; Problemlösen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Bewertung; Messdaten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Likert-Skala
Abstract	Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided 4 days per week, 45 min per session, for 12 weeks as part of the Response to Intervention (RtI) framework. Results showed a functional relation between SRSD instruction and students' ability to solve multi-step equations. All but one student were able to maintain gains. Students' self-efficacy increased as a result of instruction, instruction was provided with high degrees of fidelity by a special educator, and student interviews revealed an overall satisfaction with SRSD instructional procedures. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01