A CBA model's effect on middle school students in math achievement.

Persistent Link:
http://hdl.handle.net/10150/185934
Title:
A CBA model's effect on middle school students in math achievement.
Author:
Bornfield, Alva Jo Anne Gail.
Issue Date:
1992
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The present study was an investigation of the effects of a CBA model on mathematical achievement of middle school students. Nine subjects in the seventh and eighth grades were selected to participate in the study. A multiple baseline single subject design was used. Results indicated that a CBA model designed in the form of a pullout program can be very effective in identifying and remediating problems in mathematics for middle school students who are at-risk for failing mathematics. Implications of the current findings for the use of a CBA model were discussed. The use of a CBA model for students identified as at-risk for failing mathematics in middle school was supported.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Mathematics -- Study and teaching (Middle school).; Curriculum-based assessment.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education and Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Healey, William C.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleA CBA model's effect on middle school students in math achievement.en_US
dc.creatorBornfield, Alva Jo Anne Gail.en_US
dc.contributor.authorBornfield, Alva Jo Anne Gail.en_US
dc.date.issued1992en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe present study was an investigation of the effects of a CBA model on mathematical achievement of middle school students. Nine subjects in the seventh and eighth grades were selected to participate in the study. A multiple baseline single subject design was used. Results indicated that a CBA model designed in the form of a pullout program can be very effective in identifying and remediating problems in mathematics for middle school students who are at-risk for failing mathematics. Implications of the current findings for the use of a CBA model were discussed. The use of a CBA model for students identified as at-risk for failing mathematics in middle school was supported.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectMathematics -- Study and teaching (Middle school).en_US
dc.subjectCurriculum-based assessment.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairHealey, William C.en_US
dc.contributor.committeememberChalfant, James C.en_US
dc.contributor.committeememberMacht, Joel E.en_US
dc.contributor.committeememberThomas, M. Angeleen_US
dc.identifier.proquest9303278en_US
dc.identifier.oclc713050839en_US
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