Cayla Lussier
Biographic Data
| ID | 9511324 |
|---|---|
| NAME | Cayla Lussier |
| GIVEN NAMES | Cayla |
| FAMILY NAME | Lussier |
| SIGNATURE | LUSSIER C |
| AFFILIATIONS | Center on Teaching and Learning University of Oregon Eugene Oregon USA |
| ORCID | 0000-0001-5627-5378 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 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…
Supporting Dual Language Learners' Mathematical Development
With the number of students classified as Dual Language Learners (DLLs) in U.S. schools consistently increasing, it is important for educators to consider academic interventions that include evidence‐based practices to support DLLs. Specifically in the field of mathematics, several strategies have been recommended to support DLLs' mathematical development. However, it is difficult to determine if mathematics intervention programs are utilizing th…
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…
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…
No prominent works on this page.
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…
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…
Supporting Dual Language Learners' Mathematical Development
With the number of students classified as Dual Language Learners (DLLs) in U.S. schools consistently increasing, it is important for educators to consider academic interventions that include evidence‐based practices to support DLLs. Specifically in the field of mathematics, several strategies have been recommended to support DLLs' mathematical development. However, it is difficult to determine if mathematics intervention programs are utilizing th…
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…
Cognitive and developmental aspects of mathematical skills (4 works) · Mathematics education (3 works) · Psychology (3 works) · Academic achievement (2 works) · Behavioral and Psychological Studies (2 works) · Computer Science (2 works) · Context (archaeology) (2 works) · Intervention (counseling) (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works)