Literaturnachweis - Detailanzeige
Autor/inn/en | Calhoon, Mary Beth; Fuchs, Lynn S. |
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Titel | The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities. |
Quelle | In: Remedial and Special Education, 24 (2003) 4, S.235-45Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
Schlagwörter | Computation; Curriculum Based Assessment; Disabilities; Instructional Effectiveness; Learning Strategies; Mathematical Applications; Mathematical Concepts; Mathematics Instruction; Peer Teaching; Secondary Education |
Abstract | A study examined effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of 92 secondary students with disabilities. PALS/CBM was implemented twice weekly and CBM weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than controls, but not concepts/application math skills. (Contains references.) (Author/CR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |