NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Fuchs, Douglas; Finelli, Robin; Courey, Susan J.; Hamlett, Carol L. – American Educational Research Journal, 2004
Mathematical problem solving is a transfer challenge requiring children to develop schemas for recognizing novel problems as belonging to familiar problem types for which they know solutions. Schema-based transfer instruction (SBTI) explicitly teaches transfer features that change problems in superficial ways to make them appear novel even though…
Descriptors: Grade 3, Control Groups, Problem Solving, Pretests Posttests
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle – American Educational Research Journal, 1999
Examined the effects of classroom-based performance assessment-driven instruction (PA) with 16 teachers randomly assigned to PA and no-Pa conditions. Results show PA-driven instruction can increase teachers' understanding of what PA is and how it might be used to improve mathematics instructional decisions. (SLD)
Descriptors: Educational Planning, Elementary Education, Elementary School Teachers, Mathematics
Peer reviewed Peer reviewed
Fuchs, Douglas; And Others – American Educational Research Journal, 1985
The effects of examiner unfamiliarity on the test performance of language handicapped and nonhandicapped preschoolers and school-age children are explored. Results indicate that examiner unfamiliarity selectively depresses handicapped children's test performance, constituting a systemic source of error and threatening the validity of handicapped…
Descriptors: Communication Disorders, Comparative Analysis, Disabilities, Elementary Education
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Karns, Kathy – American Educational Research Journal, 1998
Interactions and performances of 10 high-achieving third- and fourth-grade students on complex mathematics tasks were studied as a function of paring with other high-achieving (homogeneous) or low-achieving (heterogeneous pairing) students. Homogeneous dyads operate more collaboratively, generate more cognitive conflict, and create better quality…
Descriptors: Conflict, Cooperation, Elementary Education, Elementary School Students
Peer reviewed Peer reviewed
Fuchs, Douglas; And Others – American Educational Research Journal, 1993
A process for readying students to change from special education to regular mathematics classrooms was implemented and validated in a study involving 42 students with mild disabilities in experimental and control groups. Preparation appeared to enhance achievement while in special education, but not in the regular class. (SLD)
Descriptors: Comparative Analysis, Conservatism, Educational Change, Elementary Secondary Education
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle; Dutka, Suzanne – American Educational Research Journal, 1997
The effects of a task-focused goals (TFG) treatment in mathematics were studied with low-achieving students with or without learning disabilities. Results with 40 elementary classrooms showed that TFG students enjoyed the approach, but that increased effort was associated with greater learning only for those without learning disabilities. (SLD)
Descriptors: Educational Objectives, Intermediate Grades, Learning Disabilities, Low Achievement
Peer reviewed Peer reviewed
Fuchs, Douglas; And Others – American Educational Research Journal, 1997
Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used.…
Descriptors: Control Groups, Elementary Education, Elementary School Students, Inclusive Schools