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The Effectiveness of One-to-One Inst...

Rodriguez, Janneth.

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The Effectiveness of One-to-One Instruction on ELL Students with Interrupted Formal Education (SIFEs).

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effectiveness of One-to-One Instruction on ELL Students with Interrupted Formal Education (SIFEs)./
Author:	Rodriguez, Janneth.
Description:	134 p.
Notes:	Source: Masters Abstracts International, Volume: 55-03.
Contained By:	Masters Abstracts International55-03(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1605442
ISBN:	9781339323107

The Effectiveness of One-to-One Instruction on ELL Students with Interrupted Formal Education (SIFEs).
Rodriguez, Janneth.

The Effectiveness of One-to-One Instruction on ELL Students with Interrupted Formal Education (SIFEs). - 134 p.

Source: Masters Abstracts International, Volume: 55-03.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2015.

There is a sizable number of ELL students with interrupted formal education (SIFEs) that are not succeeding in schools and are academically delay. SIFEs are faced with some common obstacles when learning math concepts. This study investigated whether one-to one instruction contributed to eighteen Grade 9 students' procedural and conceptual knowledge skills on pre-algebra concepts that is, solving problems that contain integer's operations, absolute value and evaluating expressions that include order of operations. The present study was conducted with a pretest-posttest- control group design. Students in the intervention group participated in tutoring sessions that previewed pre-algebra concepts using various activities which led to a greater increase in students 'performance and conceptual understanding on pre-algebra. Results were compared using the same assessment tool, Pre-Post Tests. Informal observations and a survey were conducted. The combination of these data sets suggests that students' procedural skills is enhanced when SIFEs participated in one-to-one instruction. In addition, implications of these results for educational practice are discussed.

ISBN: 9781339323107Subjects--Topical Terms:

2122778
Bilingual education.

The Effectiveness of One-to-One Instruction on ELL Students with Interrupted Formal Education (SIFEs).
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245 1 4 $a The Effectiveness of One-to-One Instruction on ELL Students with Interrupted Formal Education (SIFEs).
300 $a 134 p.
500 $a Source: Masters Abstracts International, Volume: 55-03.
500 $a Adviser: Heejung An.
502 $a Thesis (M.Ed.)--The William Paterson University of New Jersey, 2015.
520 $a There is a sizable number of ELL students with interrupted formal education (SIFEs) that are not succeeding in schools and are academically delay. SIFEs are faced with some common obstacles when learning math concepts. This study investigated whether one-to one instruction contributed to eighteen Grade 9 students' procedural and conceptual knowledge skills on pre-algebra concepts that is, solving problems that contain integer's operations, absolute value and evaluating expressions that include order of operations. The present study was conducted with a pretest-posttest- control group design. Students in the intervention group participated in tutoring sessions that previewed pre-algebra concepts using various activities which led to a greater increase in students 'performance and conceptual understanding on pre-algebra. Results were compared using the same assessment tool, Pre-Post Tests. Informal observations and a survey were conducted. The combination of these data sets suggests that students' procedural skills is enhanced when SIFEs participated in one-to-one instruction. In addition, implications of these results for educational practice are discussed.
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710 2 $a The William Paterson University of New Jersey. $b Education. $3 2104208
773 0 $t Masters Abstracts International $g 55-03(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1605442