Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms.
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| Title: | Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms. |
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| Authors: | Bowman, Jessica A.1,2 bowman@umn.edu, McDonnell, John1, Karp, Karen3, Coleman, Olivia F.1, Clifton, Carrie1, Conradi, Lyndsey Aiono1, Ryan, Joanna1, Farrell, Michael1 |
| Source: | Research & Practice for Persons with Severe Disabilities. Jun2024, Vol. 49 Issue 2, p126-145. 20p. |
| Subject Terms: | *Educational standards, *School environment, *Qualitative research, *Problem solving, *Mainstreaming in special education, *Intellectual disabilities, *School children, *Research methodology, *Special education, *Evaluation, Mathematics, Research funding, Descriptive statistics |
| Geographic Terms: | United States |
| 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] |
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| Database: | Education Research Complete |
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| 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] |
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| ISSN: | 15407969 |
| DOI: | 10.1177/15407969241242677 |
