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Methods for Implementing Interventions Using Accelerated Math and its Impact on Self- Regulated Learning

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Students, teachers, and schools as sources of variability, integrity, and sustainability in implementing progress monitoring.

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Students, teachers, and schools as sources of variability, integrity, and sustainability in implementing progress monitoring.

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I could not include a URL for this source because it requires a remote access login. Although I did include the abstract. Here is some background information:

This article discusses the importance of progress monitoring in class rooms. Since teachers are required to provide a variety of ways of assessing as well as instructing, progress monitoring is key. This article discusses past studies that have been done in relation to using Accelerated Math compared to other basic math curriculum such as text books. It provides detailed results on the studies and the effectiveness of AM.

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Making RTI Work: A practical guide to using data for a successful "Response to Intervention Program"

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Making RTI Work: A practical guide to using data for a successful "Response to Intervention Program"

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This source discusses how the use of AM helps promote the practices of RTI. It provides information on the types of data that can be retrieved from AM and how it relates to the RTI process.

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Encouraging Self- Regulated Learning in the Classroom: A Review of the Literature 

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Encouraging Self- Regulated Learning in the Classroom: A Review of the Literature 

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Understanding self- regulated learning by seeing it as phases better explains the processes necessary. Zumbrunn, Tadlock, and Roberts (2011, p. 6) state the following phases: performance monitoring, reflection on performance, and forethought and planning.

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Self- Regulated Learning From Teaching to Self- Reflective Practice

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Self- Regulated Learning From Teaching to Self- Reflective Practice

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This source elaborates on self- regulated learners and its benefits.

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Academic self-regulation, the process through which individuals become proactive seekers, generators, and processors of information, is widely acknowledged as the means by which students transform their mental abilities into academic skills. Self-regulated students stand out from their classmates by the goals they set for themselves, the accuracy of their behavioral self-monitoring, and the resourcefulness of their strategic thinking. This highly practical text brings together leading educators and practitioners to illuminate how self-regulatory skills can effectively be taught to elementary through college-age students in the classroom and other learning settings. Chapters present a range of interventions integrating self-regulation instruction into the regular curriculum, describing each project in depth and evaluating how well it helped students acquire self-regulation principles, apply them to enhance learning, and maintain them over time.

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Academic self-regulation, the process through which individuals become proactive seekers, generators, and processors of information, is widely acknowledged as the means by which students transform their mental abilities into academic skills. Self-regulated students stand out from their classmates by the goals they set for themselves, the accuracy of their behavioral self-monitoring, and the resourcefulness of their strategic thinking.

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Social Cognitive View of Self- Regulated Academic Learning

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Social Cognitive View of Self- Regulated Academic Learning

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This article discusses the many aspects of self- regulated learning (SRL). Zimmerman (1989, p. 331) shares the three strategies of self- regulated learning which include control behavior, control environment, and covert processes.

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Computer Based Mathematics Instruction in Fifth Grade Using Accelerated Math

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Computer Based Mathematics Instruction in Fifth Grade Using Accelerated Math

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I was pleased to have come across this capstone project completed by Michael N. Cosenza (2004). In this project he shares the many advantages and disadvantages of the Accelerated Math program.

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Technology and Math: The Relationship Between Using Computers in the Fifth Grade and Demonstrating Math Competencies

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Technology and Math: The Relationship Between Using Computers in the Fifth Grade and Demonstrating Math Competencies

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This offers insight on the use of technology in a classroom. It focuses on the advantages of using technology. One of these advantages include eliminating the "one size fits all model of instruction" (Duke, 2007, p. 12).

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Accelerated Math Implementation and Elementary Student Achievement and Attitudes

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Accelerated Math Implementation and Elementary Student Achievement and Attitudes

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This is a thesis on the affects of student achievement and attitudes towards mathematics. It takes a deeper look at what is expected out of the teachers who use the AM program as well as the obstacles and challenges that may occur.

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The Research Foundation for Accelerated Math for Intervention

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The Research Foundation for Accelerated Math for Intervention

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This book provides information on how Accelerated math can be a useful intervention tool. It also shares how the program can be used for differentiated instruction

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This is an informative book on how to begin using Accelerated Math. It provides details on how to implement it as well as the purpose that it serves. One of the purposes includes to improve student performances on standardized tests (Renaissance Learning, 2009).