{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:27:10Z","timestamp":1777894030462,"version":"3.51.4"},"reference-count":28,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[1990,1,1]],"date-time":"1990-01-01T00:00:00Z","timestamp":631152000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1990,1]]},"abstract":"<jats:p>This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.<\/jats:p>","DOI":"10.1177\/002221949002300108","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"23-29","source":"Crossref","is-referenced-by-count":58,"title":["Student Error Patterns as a Function of Curriculum Design"],"prefix":"10.1177","volume":"23","author":[{"given":"Bernadette","family":"Kelly","sequence":"first","affiliation":[{"name":"Bernadette Kelly is a research associate at the University of Oregon. She is currently on leave, working in teacher training and curriculum development projects in rural Africa. She received her doctorate in special education from the University of Oregon in 1986. Her major interest areas are curriculum development, curriculum design, and teacher training, with a particular emphasis on mathematics and science."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Russell","family":"Gersten","sequence":"additional","affiliation":[{"name":"Russell Gersten is an associate professor of special education at the University of Oregon. He received his doctorate from the University of Oregon in 1978. He is currently directing two major research projects on the Regular Education Initiative. He has done extensive research on a range of educational innovation projects for at-risk populations, including studies of teachers' reactions to innovation. Address: Russell Gersten and Douglas Carnine, Instructional Research, 1751C Alder St., University of..."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Douglas","family":"Carnine","sequence":"additional","affiliation":[{"name":"Douglas Carnine is a professor of special education at the University of Oregon. He received his doctorate from the University of Utah in 1973. He is currently directing research projects in three areas of technology\u2014advanced CAI systems, low cost networking, and videodisc instruction."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1990,1,1]]},"reference":[{"key":"atypb1","volume-title":"Mathematics today","author":"Abbot, J.","year":"1985"},{"key":"atypb2","volume-title":"Current research in elementary school mathematics","author":"Ashlock, B.","year":"1970"},{"key":"atypb3","first-page":"328","volume-title":"Handbook of research on teaching","author":"Brophy, J.","year":"1986","edition":"3"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1080\/00220671.1976.10884928"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1080\/10862968009547350"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1080\/00220671.1980.10885292"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.5951\/AT.23.2.0137"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.5951\/MT.73.5.0329"},{"key":"atypb9","volume-title":"California Achievement Test","year":"1980"},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.1080\/00220671.1984.10885555"},{"key":"atypb11","doi-asserted-by":"publisher","DOI":"10.5951\/AT.28.3.0010"},{"key":"atypb12","volume-title":"Theory of instruction: Principles and applications","author":"Engelmann, S.","year":"1982"},{"key":"atypb13","doi-asserted-by":"publisher","DOI":"10.1177\/074193258400500208"},{"key":"atypb14","first-page":"255","volume":"71","author":"Good, T.L.","year":"1979","journal-title":"Journal of Educational Psychology"},{"key":"atypb15","volume-title":"Active mathematics teaching","author":"Good, T.L.","year":"1983"},{"key":"atypb16","volume-title":"An evaluation of the Mastering Fractions Level One instructional videodisc program","author":"Hasselbring, E.","year":"1986"},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1177\/002221948702000401"},{"key":"atypb18","doi-asserted-by":"crossref","first-page":"33","DOI":"10.5951\/AT.28.1.0033","volume":"28","author":"Jencks, S.M.","year":"1980","journal-title":"We teach mistakes! The Arithmetic Teacher"},{"key":"atypb19","doi-asserted-by":"publisher","DOI":"10.1177\/002221948702000402"},{"key":"atypb20","doi-asserted-by":"publisher","DOI":"10.1086\/461471"},{"key":"atypb21","doi-asserted-by":"publisher","DOI":"10.5951\/AT.21.1.0026"},{"key":"atypb22","unstructured":"Levin, J.R. (1976). What have we learned about maximizing what children learn? In J.R. Levin & V.L. Allen (Eds.), Cognitive learning in children (pp. 29\u2013;43). New York: Academic Press."},{"key":"atypb23","doi-asserted-by":"publisher","DOI":"10.5951\/AT.31.4.0014"},{"issue":"38","key":"atypb24","first-page":"28","volume":"7","author":"National Council of Teachers of Mathematics","year":"1988","journal-title":"Education Week"},{"key":"atypb25","doi-asserted-by":"publisher","DOI":"10.1207\/s1532690xci0102_1"},{"key":"atypb26","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.76.2.310"},{"key":"atypb27","volume-title":"Direct instruction mathematics","author":"Silbert, J.","year":"1981"},{"key":"atypb28","volume-title":"Mastering fractions","author":"Systems Impact, Inc.","year":"1986"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/002221949002300108","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/002221949002300108","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T07:07:50Z","timestamp":1777619270000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/002221949002300108"}},"subtitle":["Teaching Fractions to Remedial High School Students and High School Students with Learning Disabilities"],"short-title":[],"issued":{"date-parts":[[1990,1]]},"references-count":28,"journal-issue":{"issue":"1","published-print":{"date-parts":[[1990,1]]}},"alternative-id":["10.1177\/002221949002300108"],"URL":"https:\/\/doi.org\/10.1177\/002221949002300108","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[1990,1]]}}}