IES Grant

Title: | Evaluating the Efficacy of Enhanced Anchored Instruction for Middle School Students with Learning Disabilities in Math | ||

Center: | NCSER | Year: | 2009 |

Principal Investigator: | Bottge, Brian | Awardee: | University of Kentucky |

Program: | Cognition and Student Learning in Special Education [Program Details] | ||

Award Period: | 7/1/2009 through 6/30/2013 | Award Amount: | $2,330,163 |

Type: | Efficacy and Replication | Award Number: | R324A090179 |

Description: |
Researchers in this study are evaluating Enhanced Anchored Instruction
Publications
Bottge, B. (2009). Anchored Instruction. In E.M. Anderman, and L.H. Anderman (Eds.), Choi, H-J., Cohen, A. S., & Bottge, B. A. (2016). An Application of a Random Mixture Nominal Item Response Model for Investigating Instruction Effects.
Bottge, B. (2010). Math Instruction for Children With Special Needs. In P. Peterson, E. Baker, and B. McGaw (Eds.),
Bottge, B. A., Cohen, A. S., and Choi, H. J. (2017). Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms. Bottge, B.A., and Cho, S.-J. (2013). Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards. Bottge, B.A., Grant, T.S., Rueda, E., and Stephens, A.C. (2010). Advancing the Math Skills of Middle School Students in Technology Education Classrooms. Bottge, B.A., Ma, X., Gassaway, L., Butler, M., and Toland, M.D. (2014). Detecting and Correcting Fractions Computation Error Patterns. Bottge, B.A., Ma, X., Gassaway, L., Toland, M., Butler, M., and Cho, S.J. (2014). Effects of Blended Instructional Models on Math Performance. Bottge, B.A., Rueda, E., Grant, T.S., Stephens, A.C., and LaRoque, P.T. (2010). Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments. Bottge, B.A., Rueda, E., Kwon, J.M., Grant, T., and LaRoque, P. (2009). Assessing and Tracking Students’ Problem Solving Performances in Anchored Learning Environments. Bottge, B.A., Toland, M.D., Gassaway, L., Butler, M., Choo, S., Griffen, A.K., and Ma, X. (2015). Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms. Cho, S.-J., and Bottge, B.A. (2015). Multilevel Multidimensional Item Response Model With a Multilevel Latent Covariate. Cho, S.J., Bottge, B.A., Cohen, A.S., and Kim, S.H. (2011). Detecting Cognitive Change in the Math Skills of Low-Achieving Adolescents. Cho, S.J., Cohen, A.S., and Bottge, B.A. (2013). Detecting Intervention Effects Using a Multilevel Latent Transition Analysis With a Mixture IRT Model. Cho, S.J., Cohen, A.S., and Kim, S.-H., and Bottge, B. (2010). Latent Transition Analysis With a Mixture Item Response Theory Measurement Model. Li, F., Cohen, A. S., Bottge, B. A., and Templin, J. (2016). A Latent Transition Analysis Model for Assessing Change in Cognitive Skills. Suh, Y., Cho, S. J., and Bottge, B. A. (2017). A Multilevel Longitudinal Nested Logit Model for Measuring Changes in Correct Response and Error Types. |
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