Jessica Turtura
Datos Biográficos
| ID | 9328678 |
|---|---|
| NOMBRE | Jessica Turtura |
| NOMBRES | Jessica |
| APELLIDO | Turtura |
| FIRMA | TURTURA J |
| AFILIACIONES | University of Oregon |
| ORCID | 0000-0002-6030-3308 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Purposeful Practice Opportunities
Although practice is essential for academic development, questions remain regarding how much and what kinds of practice best support early learners. To examine the role of practice in developing mathematical proficiency, we analyzed rates of guided and independent practice opportunities provided in a kindergarten mathematics intervention for 880 students with mathematics difficulties (MD) across 255 groups. Results indicate that (a) students’ ini…
Examining mathematics intervention effects on domain general skills
Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention
Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of RO…
Proficiency With Number Concepts and Operations
Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study’s initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in a new geographical region. Participating studen…
An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia
Examining Interactions Across Instructional Tiers
High-quality Tier 1 instruction is frequently conceptualized as the “foundation” for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or “quality indicators,” of differential responsiveness to Tier 2 mathematics intervent…
A realist review of dyslexia pilot project research
Promoting understanding of measurement and statistical investigation among second-grade students with mathematics difficulties
Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction
Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantit…
Sin obras prominentes en esta página.
Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction
Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantit…
Promoting understanding of measurement and statistical investigation among second-grade students with mathematics difficulties
Examining Interactions Across Instructional Tiers
High-quality Tier 1 instruction is frequently conceptualized as the “foundation” for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or “quality indicators,” of differential responsiveness to Tier 2 mathematics intervent…
A realist review of dyslexia pilot project research
Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention
Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of RO…
Proficiency With Number Concepts and Operations
Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study’s initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in a new geographical region. Participating studen…
An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia
Examining mathematics intervention effects on domain general skills
Purposeful Practice Opportunities
Although practice is essential for academic development, questions remain regarding how much and what kinds of practice best support early learners. To examine the role of practice in developing mathematical proficiency, we analyzed rates of guided and independent practice opportunities provided in a kindergarten mathematics intervention for 880 students with mathematics difficulties (MD) across 255 groups. Results indicate that (a) students’ ini…
Psychology (8 obras) · Cognitive and developmental aspects of mathematical skills (7 obras) · Mathematics education (6 obras) · Intervention (counseling) (5 obras) · Behavioral and Psychological Studies (4 obras) · Computer Science (4 obras) · Mathematics (3 obras) · Academic achievement (2 obras) · Context (archaeology) (2 obras) · Developmental psychology (2 obras)