Details

Autor(en) / Beteiligte

• Bowman, Jessica A.
• McDonnell, John
• Karp, Karen
• Coleman, Olivia F.
• Clifton, Carrie
• Conradi, Lyndsey Aiono
• Ryan, Joanna
• Farrell, Michael

Titel

Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms

Ist Teil von

• Research and practice for persons with severe disabilities, 2024-06, Vol.49 (2), p.126-145

Ort / Verlag

Los Angeles, CA: SAGE Publications

Erscheinungsjahr

2024

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• 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.