Teaching rational number concepts and skills to students receiving tier two interventions (Record no. 45820)
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| fixed length control field | 01864nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240508122837.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240508b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0671 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Flores, Margaret M. |
| 245 ## - TITLE STATEMENT | |
| Title | Teaching rational number concepts and skills to students receiving tier two interventions |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | : Taylor and Francis Group |
| Year of publication | ,2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 206-215p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | The Journal of Educational Research |
| Volume number/sequential designation | Volume 116, 2023 - Issue 4, 2023 |
| 500 ## - GENERAL NOTE | |
| General note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: The current study investigated the effects of the concrete-representational-abstract integrated sequence (CRA-I) for teaching fifth grade students receiving tier two interventions within a multi-tiered system of support (MTSS). The research questions addressed the following: the extent to which students’ rational number skills changed as a result receiving CRA-I, the extent to which students receiving CRA-I decreased their fraction estimation error, the extent to which students receiving CRA-I and their teachers perceived it to be socially valid, and the extent to which students who received CRA-I intervention maintained their performance two months after instruction. Using a quasi-experimental design with randomly assigned matched pairs, researchers taught 11 students using CRA-I and compared their performance to 11 of their peers in a comparison group who waited to receive intervention. The researchers found a significant difference in performance favoring the CRA-I group. The implications of the results will be discussed. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Elementary| mathematics| MTSS| rational numbers |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Hinton, Vanessa M. | Shadoan, Laura | Monroe, Callye |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1080/00220671.2023.2248046 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Reference Books |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 08.05.2024 | Reference Books |