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Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms.
- Source :
-
Research & Practice for Persons with Severe Disabilities . Jun2024, Vol. 49 Issue 2, p126-145. 20p. - Publication Year :
- 2024
-
Abstract
- In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 15407969
- Volume :
- 49
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Research & Practice for Persons with Severe Disabilities
- Publication Type :
- Academic Journal
- Accession number :
- 177391718
- Full Text :
- https://doi.org/10.1177/15407969241242677