Improving Mathematics Performance Among Secondary Students With EBD

Abstract

Mathematics proficiency among school-aged children and youth is critical for the United States to remain a technological and scientific leader (National Mathematics Advisory Panel, 2008). Furthermore, the No Child Left Behind (NCLB) Act of 2002 and the Individuals With Disabilities Education Act (IDEA) of 2004 require all students have access to a rigorous general education curriculum, including mathematics. The Common Core State Standards (CCSS) Initiative is the most recent nationwide effort to promote a rigorous mathematics curriculum to all American children, including students with disabilities (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). In many states, the adoption of these standards has resulted in increased mathematical knowledge and skills required of secondary students, resulting in greater pressure on secondary special education teachers. Despite nationwide attention and policy initiatives, U.

Peer tutoring in algebra: A study in Middle school

“…Although the previous experiences in algebra were not satisfactory, it could be expected to find some kind of improvement in the academic achievement variable with this intervention given the educational context of the analyzed subject and grades. In this sense, the statistical significant differences found in this study are consistent with the qualitative and quantitative information given by some reviews for peer tutoring in Mathematics (Authors, 2019;Mulcahy, Krezmien & Travers, 2016) which state that a majority of studies reported statistical significant improvements. Besides, the global effect size reported for the experience is very similar to the ones reported in the meta-analysis above mentioned.…”

La tutoría entre iguales en matemáticas. Estado de la cuestión y análisis de su impacto en el rendimiento académico del alumnado de educación secundaria

“…Although the previous experiences in algebra were not satisfactory, it could be expected to find some kind of improvement in the academic achievement variable with this intervention given the educational context of the analyzed subject and grades. In this sense, the statistical significant differences found in this study are consistent with the qualitative and quantitative information given by some reviews for peer tutoring in Mathematics Mulcahy, Krezmien, & Travers, 2016) which state that a majority of studies reported statistical significant improvements. Besides, the global effect size reported for the experience is very similar to the ones reported in the meta-analysis above mentioned.…”

Bullying and Students With Disabilities

“…Although previous literature reviews and meta-analyses have been conducted to examine bullying interventions for general education contexts (Evans et al, 2014;Ttofi & Farrington, 2011), this review represents the first systematic review of bullying prevention and intervention studies focusing specifically on SWD. We used previous literature reviews (Mulcahy et al, 2016;Royer et al, 2016;Schwab et al, 2015) as models to examine the six studies. Evans et al proposed that effective bullying interventions should be culturally relevant and should focus on specific student population(s).…”

“…Quality indicators are comprised of one or more elements varying slightly based on study design (see Table 1). The content coding table was created using the CEC (2014) evidence-based research quality indicators as a framework and modeled after tables found in previously published systematic reviews of intervention research in special education (Mulcahy, Krezmien, & Travers, 2016;Schwab, Johnson, Ansley, Houchins, & Varjas, 2015). After reviewing the coding sheet together, two authors independently read and coded each of the six articles to determine whether each indicator element was met.…”