Middle School Teachers' Implementation and Instructional Changes Associated With ASSISTments Online Homework Support for Mathematics

• In Event: Technology, Instruction, Cognition, and Learning in STEM

Abstract

A prior study of ASSISTments, an online mathematics homework intervention, in Maine found significant benefits to student achievement, in addition to improved instructional focus among teachers who used it. To test the generalizability of the findings, a replication study, a randomized controlled trial, is underway in North Carolina. The differing levels of technology availability and use among schools in North Carolina, however, requires characterizing the implementation of ASSISTments and establishing contrast between treatment classrooms and comparison classrooms. Thus, this paper presents the findings of observations in classrooms of participating teachers, depicting their implementation of ASSISTments as well as instructional changes associated with its use.

Authors

• Jamie Gillespie, North Carolina State University

• Mingyu Feng, WestEd