Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 9 |
Descriptor
Source
Author
Publication Type
Journal Articles | 6 |
Reports - Research | 5 |
Reports - Evaluative | 2 |
Dissertations/Theses -… | 1 |
Reports - Descriptive | 1 |
Education Level
Grade 3 | 9 |
Elementary Education | 8 |
Early Childhood Education | 2 |
Primary Education | 2 |
Grade 1 | 1 |
Grade 2 | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
Kindergarten | 1 |
Audience
Location
California | 1 |
Illinois | 1 |
Texas | 1 |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 3 |
Meets WWC Standards with or without Reservations | 3 |
Webb, Noreen M.; Franke, Megan L.; Johnson, Nicholas C.; Ing, Marsha; Zimmerman, Joy – Mathematical Thinking and Learning: An International Journal, 2023
Educators, researchers, and policy makers recognize that student participation in classroom mathematics conversations, especially explaining one's own thinking and engaging with others' ideas, can promote students' mathematics learning. However, precisely "how" participating in these ways supports learning has not often been examined in…
Descriptors: Mathematics Instruction, Classroom Communication, Problem Solving, Cooperative Learning
Sarah R. Powell; Katherine A. Berry; Anasazi N. Acunto; Anna-Maria Fall; Greg Roberts – Grantee Submission, 2022
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (n = 76) were randomly assigned to word-problem intervention (n = 56)…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Small Group Instruction, Intervention
Ness, Molly – Educational Leadership, 2013
Whenever Mr. Henderson's 3rd grade students had a question that he couldn't immediately answer or that seemed off-topic, he asked them to write the question on a sticky note and place it on a poster dubbed the "Parking Lot." His intention was to find time later to answer those questions, but too often, he said, the parking lot…
Descriptors: Elementary School Students, Student Research, Reading Instruction, Reading Achievement
Jitendra, Asha K.; Rodriguez, Michael; Kanive, Rebecca; Huang, Ju-Ping; Church, Chris; Corroy, Kelly A.; Zaslofsky, Anne – Learning Disability Quarterly, 2013
This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical…
Descriptors: Reading Achievement, At Risk Students, Tutoring, Problem Solving
Jitendra, Asha K.; Dupuis, Danielle N.; Rodriguez, Michael C.; Zaslofsky, Anne F.; Slater, Susan; Cozine-Corroy, Kelly; Church, Chris – Elementary School Journal, 2013
This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive…
Descriptors: Mathematics Achievement, Learning Problems, Control Groups, Elementary School Students
Jitendra, Asha K.; Dupuis, Danielle N.; Rodriguez, Michael C. – Society for Research on Educational Effectiveness, 2012
The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the…
Descriptors: Mathematics Achievement, Tutoring, Problem Solving, Word Problems (Mathematics)
Burton, Megan – Young Children, 2010
Creating meaningful math experiences that reach children with diverse abilities, home languages, learning styles, and backgrounds is a daunting challenge for all teachers. Primary teachers often receive little professional support for achieving this complicated task in mathematics (NCTM 2000). This article explores how five different math…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Teaching Methods, Student Diversity
Gillan-Sanderson, Nicole A. – ProQuest LLC, 2012
This study describes a procedure one school district used to increase students' reading abilities through reviewing data and adjusting the instruction to give students intensive services, as needed. This school worked in a problem-solving team approach to develop a comprehensive team that followed the progression of student achievement.…
Descriptors: Reading Instruction, Academic Achievement, Reading Achievement, Reading Improvement
Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher – Journal of Educational Psychology, 2008
This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math, schema-broadening instruction). Students identified as at…
Descriptors: Intervention, High Risk Students, Problem Solving, Effect Size