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Examining Relationships Between Components of Implementation Fidelity and Student Response Within the Context of an Early Numeracy Intervention
Examining Relationships Between Components of Implementation Fidelity and Student Response Within the Context of an Early Numeracy Intervention
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211150910
- ISBN
- 9798383562468
- DDC
- 370
- 저자명
- Lussier, Cayla.
- 서명/저자
- Examining Relationships Between Components of Implementation Fidelity and Student Response Within the Context of an Early Numeracy Intervention
- 발행사항
- [Sl] : University of Oregon, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 86 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Clarke, Ben.
- 학위논문주기
- Thesis (Ph.D.)--University of Oregon, 2024.
- 초록/해제
- 요약Evidence-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.
- 일반주제명
- Educational psychology
- 일반주제명
- Special education
- 일반주제명
- Mathematics education
- 일반주제명
- Elementary education
- 키워드
- Classrooms
- 기타저자
- University of Oregon Department of Special Education and Clinical Sciences
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■007cr#unu||||||||
■020 ▼a9798383562468
■035 ▼a(MiAaPQ)AAI30524823
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aLussier, Cayla.▼0(orcid)0000-0001-5627-5378
■24510▼aExamining Relationships Between Components of Implementation Fidelity and Student Response Within the Context of an Early Numeracy Intervention
■260 ▼a[Sl]▼bUniversity of Oregon▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a86 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Clarke, Ben.
■5021 ▼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
■690 ▼a0525
■690 ▼a0529
■690 ▼a0524
■690 ▼a0280
■71020▼aUniversity of Oregon▼bDepartment of Special Education and Clinical Sciences.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0171
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160113▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
