소장자료
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| 100 | 1 | ▼aLussier, Cayla.▼0(orcid)0000-0001-5627-5378▲ | |
| 245 | 1 | 0 | ▼aExamining Relationships Between Components of Implementation Fidelity and Student Response Within the Context of an Early Numeracy Intervention▼h[electronic resource].▲ |
| 260 | ▼a[S.l.]: ▼bUniversity of Oregon. ▼c2024▲ | ||
| 260 | 1 | ▼aAnn Arbor : ▼bProQuest Dissertations & Theses, ▼c2024▲ | |
| 300 | ▼a1 online resource(86 p.)▲ | ||
| 500 | ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.▲ | ||
| 500 | ▼aAdvisor: Clarke, Ben.▲ | ||
| 502 | 1 | ▼aThesis (Ph.D.)--University of Oregon, 2024.▲ | |
| 520 | ▼aEvidence-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted including examinations of adherence, instructional quality, and student engagement, though mathematics intervention studies rarely report on fidelity components outside of adherence. The current study examined relationships between these different components of fidelity and whether they are associated with student mathematics outcomes, intervention group size, and interventionist characteristics within the context of a first-grade mathematics intervention. Findings revealed relationships between components of fidelity with student initial mathematics skill, however no relationship was observed between fidelity components and student mathematics growth. Findings for group size and interventionist characteristics were mixed. Limitations, implications for research and practice, and future directions are discussed.▲ | ||
| 590 | ▼aSchool code: 0171.▲ | ||
| 650 | 4 | ▼aEducational psychology.▲ | |
| 650 | 4 | ▼aSpecial education.▲ | |
| 650 | 4 | ▼aMathematics education.▲ | |
| 650 | 4 | ▼aElementary education.▲ | |
| 653 | ▼aStudent engagement▲ | ||
| 653 | ▼aImplementation fidelity▲ | ||
| 653 | ▼aMathematics interventions▲ | ||
| 653 | ▼aEarly numeracy intervention▲ | ||
| 653 | ▼aClassrooms▲ | ||
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| 690 | ▼a0524▲ | ||
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| 710 | 2 | 0 | ▼aUniversity of Oregon.▼bDepartment of Special Education and Clinical Sciences.▲ |
| 773 | 0 | ▼tDissertations Abstracts International▼g86-01A.▲ | |
| 790 | ▼a0171▲ | ||
| 791 | ▼aPh.D.▲ | ||
| 792 | ▼a2024▲ | ||
| 793 | ▼aEnglish▲ | ||
| 856 | 4 | 0 | ▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160113▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.▲ |
Examining Relationships Between Components of Implementation Fidelity and Student Response Within the Context of an Early Numeracy Intervention[electronic resource]
자료유형
국외eBook
서명/책임사항
Examining Relationships Between Components of Implementation Fidelity and Student Response Within the Context of an Early Numeracy Intervention [electronic resource].
개인저자
발행사항
[S.l.] : University of Oregon. 2024 Ann Arbor : ProQuest Dissertations & Theses , 2024
형태사항
1 online resource(86 p.)
일반주기
Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Advisor: Clarke, Ben.
Advisor: Clarke, Ben.
학위논문주기
Thesis (Ph.D.)--University of Oregon, 2024.
요약주기
Evidence-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted including examinations of adherence, instructional quality, and student engagement, though mathematics intervention studies rarely report on fidelity components outside of adherence. The current study examined relationships between these different components of fidelity and whether they are associated with student mathematics outcomes, intervention group size, and interventionist characteristics within the context of a first-grade mathematics intervention. Findings revealed relationships between components of fidelity with student initial mathematics skill, however no relationship was observed between fidelity components and student mathematics growth. Findings for group size and interventionist characteristics were mixed. Limitations, implications for research and practice, and future directions are discussed.
주제
ISBN
9798383562468
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