Sustainability Effects of Schema-Based Instruction and Teacher PD on Proportional Reasoning of Students With MLD

• In Event: Access to Mathematics Curriculum and Instruction for All

Abstract

This study evaluated the sustainability of schema-based instruction (SBI) implemented by two cohorts of seventh-grade teachers (i.e., SBI experienced-teacher implementers, who taught SBI in a previous study and SBI novice-teacher implementers, who taught SBI for the first time with professional development) in two states on their instructional practices and on the mathematics outcomes of their students with mathematics learning disabilities (MLD). Results indicated that both experienced- and novice-teacher implementers delivered SBI with similar levels of fidelity; there was no SBI experience effect on the immediate and 11-week retention tests of proportional problem-solving (PPS). These results provide evidence that the effectiveness of SBI generalizes over time to different cohorts of teachers.

Authors

• Soo-hyun Im, Hanyang University

• Asha K. Jitendra, University of California - Riverside