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Classroom Network Technology as a Support for Systemic Mathematics Reform: Examining the Effects of Texas Instruments' MathForward Program on Student Achievement in a Large, Diverse District
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| Presenter(s):
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| Corinne Singleton, SRI International, corinne.singleton@sri.com
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| William R Penuel, SRI International, william.penuel@sri.com
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| Abstract:
In this paper we present an evaluation of the Texas Instruments MathForward program in its third year of implementation at middle schools in Richardson, Texas. MathForward is a systemic reform initiative in which teachers integrate classroom network technologies into their mathematics instruction. The research uses a pre-post nonequivalent comparison group design to analyze effects of MathForward on student achievement; it also includes measures to address implementation fidelity. The findings reveal that the MathForward program was implemented with acceptable fidelity to the model, was strongly supported by district officials, and was associated with significant gains in student achievement. These results indicate the promise of the MathForward intervention for high-implementing classrooms, and suggest the readiness of such interventions to be studied scale, using random assignment and aligned assessments.
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Effects of Fast ForWord Language Computer-based Training Program on Student Performance in a Large Central Florida School District
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| Presenter(s):
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| Yakup Bilgili, Polk County Public Schools, yakup.bilgili@polk-fl.net
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| Abstract:
This study examines the effects of Fast ForWord Language computer-based training program, developed by Scientific Learning Corporation, on student performance in one central Florida school district. The primary purpose of this evaluation is to assess whether, and to what extent, participation in the Fast ForWord Language computer-based intervention program produce a positive impact on targeted students reading achievement. Students in grades Kindergarten through high school, who were mostly performing well-below grade level were scheduled into the supplemental Fast Forword (FFW) program for reading instruction during the current school year (2009-10). Data will be gathered from more than 100 PreK-12 district schools. Records for all students participating in the FFW intervention program from August 2009 through May 2010 will be used in the analysis. The goal is to determine whether the progress made by students over the course of one school year produce a discernible value-added effect over the typical growth patterns of students at similar levels of performance who had not experienced the same program intervention.
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