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dc.contributor.authorMullaney, Helen
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-02-24T20:57:15Z
dc.date.available2016-02-24T20:57:15Z
dc.date.issued2013-05
dc.description.abstractThe purpose of this study was to determine the effect of Study Island on the mathematical achievement of self-contained seventh grade Adaptive Learning Support (ALS) and Behavior Learning Support (BLS) students with learning disabilities. The measurement tool was the online Measures of Academic Progress (MAP) test. This study involved the use of a pretest/posttest designed to compare data from September 2012 to data from February 2013. Achievement gains were not statistically significant. Research in the area of high-tech mathematical interventions should continue given the increase in accountability for all students at the federal, state, and local level.en_US
dc.format.extent27 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M20Q7J
dc.identifier.urihttp://hdl.handle.net/11603/2322
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshStudents with disabilities -- Research.
dc.subject.lcshAcademic achievement -- Research.
dc.subject.lcshEducational technology -- Research.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.titleThe Effect of Study Island on the Mathematical Achievement of Self-Contained Seventh Grade Students with Learning Disabilitiesen_US
dc.typeTexten_US


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