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Title

 Longitudinal Study of Classroom Connectivity in Promoting Mathematics and Science Achievement: Years 1-3 

Alternate Title

Presented at the Conference of the American Educational Research Association 

Year

2010

Publisher

The Ohio State University 

Author

Irving, K.E., Pape, S.J., et al 

Language

English

Institution

The Ohio State University 

Department

Mathematics Education 

City

Columbus, OH 

Abstract

Findings from three years of a longitudinal randomized control trial involving a national U. S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) intervention on student achievement when compared to classroom instruction with graphing calculators only. The theoretical framework suggests that active learning environments with timely, targeted, and accurate feedback loops facilitated by CCT are likely to produce improved student achievement in Algebra 1. In the first three years of this study, significant effect sizes on student achievement ranged from 0.19 to 0.37. These medium-sized effects are relatively rare for large-scale randomized experiments in education.

Reference

Report

Keywords

TI-Navigator, CCMS 

Document Content

Irving, K. E., S. J. Pape, et al. (2010). Longitudinal Study of Classroom Connectivity in Promoting Mathematics and Science Achievement: Years 1-3. American Educational Research Association. Denver, CO.

Obtain from the CCMS web site: www.ccms.osu.edu/
Attachments
Created at 1/25/2011 3:03 PM  by SP017\rfoshay 
Last modified at 1/25/2011 3:03 PM  by SP017\rfoshay