Defining Quality Indicators for Special Education Technology Research

Gersten, Russell; Edyburn, Dave L.

doi:10.1177/016264340702200302

Cited by 31 publications

(21 citation statements)

References 24 publications

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“…This study included a mean intervention instructional time of 800 min, with approximately 100 min of time playing video games. This is reflective of approximately 14 days of classroom instruction, which is far less than the 9 to 12 weeks Gersten and Edyburn (2007) advocate for during intervention research. Unfortunately, this follows many school district pace guidelines.…”

Section: Discussionmentioning

confidence: 99%

UDL in the Middle School Science Classroom

Marino

Gotch

Israel

et al. 2013

Learning Disability Quarterly

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This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students’ performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alternative assessments to measure learning outcomes during UDL-aligned units. Implications for practice and areas of future research are discussed.

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Section: Discussionmentioning

confidence: 99%

UDL in the Middle School Science Classroom

Marino

Gotch

Israel

et al. 2013

Learning Disability Quarterly

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“…This familiarity increased confidence among the pupils (Stalker, 1998), and the collected data corresponded to the actual learning situation. In addition, during the data collection and analysis, the researchers kept the quality indicators of special education technology research in mind, especially the conceptualization of the study, sample selection, description of participants, implementation of interventions, outcome measures, and data analysis (Gersten & Edyburn, 2007).…”

Section: Methodsmentioning

confidence: 99%

Overcoming Learning Difficulties with Smartphones in an Inclusive Primary Science Class

Sormunen¹,

Lavonen

Juuti³

2019

JEL

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This paper examines how pupils with learning difficulties (LDs) used smartphones as supportive learning tools in an inclusive science class and how the usage developed over a two-year period. The case study was conducted in a Finnish primary school, where nine LD pupils’ smartphone usage was followed in three science learning practices that supported LDs. The data consisted of repeated smartphone questionnaires, interviews, learning outcomes, and teachers’ memoranda. The content and co-occurrence network analysis revealed that the smartphone usage varied in different practices, and its benefits developed gradually during the research period. Research highlights that teachers’ and pupils’ engagement with a dedicated, collaborative, and long-lasting process of smartphone usage in teaching and learning enables the achievement of change.

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“…In his article on evidence-based research in education, Slavin (2008) shares that the Best Evidence Encyclopedia uses a 12-week expectation. Gersten and Edyburn (2007) suggest that an intervention should be implemented for no less than one quarter of the school year, or 9 weeks. They report that ideally the length should be much longer—for example, interventions that last a full semester or an entire school year.…”

Section: Fidelity Constructs In the Context Of This Studymentioning

confidence: 99%

Testing the Relation Between Fidelity of Implementation and Student Outcomes in Math

Crawford

Carpenter

Wilson

et al. 2012

Assessment for Effective Intervention

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The relation between fidelity of implementation and student outcomes in a computer-based middle school mathematics curriculum was measured empirically. Participants included 485 students and 23 teachers from 11 public middle schools across seven states. Implementation fidelity was defined using two constructs: fidelity to structure and fidelity to process. Because of the nested nature of the data, we used a two-level hierarchical linear model for analysis. Four variables, all categorized as fidelity to structure variables, proved significant-total time in intervention (p <.001), concentration of time in intervention (p = .03), direct observation of intervention fidelity (p = .04), and pretest score (p <.001). Fidelity to process was found to be nonsignificant. The importance of measuring the relation between implementation fidelity and student outcomes is discussed as well as implications for researchers and teachers.

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Defining Quality Indicators for Special Education Technology Research

Cited by 31 publications

References 24 publications

UDL in the Middle School Science Classroom

UDL in the Middle School Science Classroom

Overcoming Learning Difficulties with Smartphones in an Inclusive Primary Science Class

Testing the Relation Between Fidelity of Implementation and Student Outcomes in Math

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