Direct Instruction

Stein, Marcy; Carnine, Douglas; Dixon, Robert

doi:10.1177/105345129803300405

Cited by 91 publications

(20 citation statements)

References 2 publications

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“…Educational theory would suggest that if we give consumers a framework for under standing a concept or "the big ideas" they will be more likely to understand the "little ideas" and integrate new pieces of information into the framework (Carnine, 1994). The theory of "big ideas" indicates that whenever there are vast numbers of unrelated facts, such as in science or history, organizing the information into a few big ideas, or categories, reduces the memory burden for the learner and promotes greater concep tual understanding (Stein, Carnine, & Dixon, 1998). Current reporting efforts tend to give consumers all the little ideas without an organizing framework for them to hang them on.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

What Is Quality Anyway? Performance Reports That Clearly Communicate to Consumers the Meaning of Quality of Care

2010

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While there has been considerable work to identify ways to make the quality measures contained in comparative reports more understandable and digestible for consumers, there has been almost no research looking at ways to make the overall concept of health care quality more understandable and accessible to consumers. In this study, the authors determine the impact of providing a framework for understanding quality on the comprehension and salience of quality information. The study uses an experimental design and tests the effect of providing a framework for describing quality of care, as well as plain language descriptions of quality indicators. The findings indicate that when providing a framework and using plain language to describe quality indicators, consumers were better able to understand and to see greater value in the information, as compared to participants who saw a report that had neither of these attributes. The policy and practice implications are discussed.

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Section: Conceptual Frameworkmentioning

confidence: 99%

What Is Quality Anyway? Performance Reports That Clearly Communicate to Consumers the Meaning of Quality of Care

2010

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“…Raters also considered whether written practice activities covered new and previously learned material, and incorporated opportunities for students to discriminate when and when not to apply newly learned skills. Discrimination practice is considered important for generalizing math skills in other contexts (Stein, Silbert, & Carnine, 2006).…”

Section: Methodsmentioning

confidence: 99%

Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles

Doabler

Fien

Nelson-Walker

et al. 2012

Learning Disability Quarterly

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The present review builds on earlier research that evaluated the curricular features of core math programs to improve the performances of students with or at risk for mathematics difficulties. In this review, three elementary math programs, at Grades 2 and 4, were evaluated for the presence of eight instructional principles. Math intervention studies have empirically validated these principles for promoting math proficiency of students struggling with mathematics. Data were collected via a researcher-developed scoring rubric. Findings indicate that adherence to the instructional principles varied markedly within and across programs. In addition, the results indicated that the current textbooks contain a general lack of explicit instruction and provide too few practice opportunities to teach material to mastery. Implications for future curricular reviews and enhancing core math instruction are discussed.

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“…Carefully sequenced introduction of content is an important principle in special education curriculum design (Stein, Carnine, & Dixon, 1998); thus, fraction magnitude comparison problems were arranged into four content levels, each building on students’ conceptual understanding established at prior levels. Research and recommendations from the field of mathematics education informed the types of fraction problems contained in each level (Clarke & Roche, 2009; Cramer, 2003; Cramer, Wyberg, & Leavitt, 2009).…”

Section: Step 2: Delineation Of Intervention’s Componentsmentioning

confidence: 99%

Implementation Fidelity and the Design of a Fractions Intervention

Crawford

Freeman

Huscroft-D’Angelo

et al. 2019

Learning Disability Quarterly

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Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and mathematics education. Four steps undertaken in the development of a Tier II fraction-based mathematics intervention designed to improve the conceptual understanding of students with learning disabilities or difficulties are described in this article: (a) articulation of a logic model, (b) delineation of intervention components, (c) analysis of reliability data related to implementation fidelity, and (d) pilot testing to measure implementation fidelity and student outcomes. Results of the pilot study demonstrated no significant effect for the component of technology; however, significant pre–post differences were found in the performance of all groups on their conceptual understanding of fractions as numbers.

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Direct Instruction

Cited by 91 publications

References 2 publications

What Is Quality Anyway? Performance Reports That Clearly Communicate to Consumers the Meaning of Quality of Care

What Is Quality Anyway? Performance Reports That Clearly Communicate to Consumers the Meaning of Quality of Care

Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles

Implementation Fidelity and the Design of a Fractions Intervention

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