# Asha Jitendra

Ph.D., University of Oregon

Educational Psychology

Room 245 ESB

56 E. River Road

jiten001@umn.edu

## Areas of Interest

Materials analysis

Instructional and assessment analysis

Before joining the faculty at the University of Minnesota, I was a professor for 14 years in the College of Education at Lehigh University and faculty for three years to the Center for Promoting Research to Practice. During my graduate program at Purdue University and the University of Oregon, I developed an interest in instructional design, which has significantly influenced my program of research. My research focuses on evaluating the variables (e.g., materials, instructional procedures) that impact children's ability to succeed in school-related tasks. As such, my research includes two types of inquiry: (a) materials analysis and (b) instructional and assessment analysis.

In terms of materials analysis, I have scrutinized theoretical models that deal with the coherent organization and structure of information and evaluated the information presented in textbooks (e.g., mathematics, reading, social studies, language arts) to document the degree to which the materials adhere to the selected model. This analysis focuses on the featural, structural, and/or logical organization of the information, as well as the instructional procedures by which the information is presented and discusses ways to allow students at-risk for learning problems to access the information in the materials.

The second type of inquiry, instruction and assessment analyses, represents the primary focus of my research efforts. I have employed group design and single subject design methodology to investigate the effectiveness of various instructional procedures (e.g., schema-based instruction) for children and adolescents with disabilities and those at-risk for learning problems. My systematic line of research on mathematical problem solving has resulted in the publication of a curriculum text entitled, Solving math word problems: Teaching students with learning disabilities using schema-based instruction. In terms of assessment, I have explored the role of dynamic assessment and classroom-based assessment in the context of mathematical word problem solving to better understand student performance and to inform instruction.

My research focuses on evaluating the variables (e.g., materials, instructional procedures) that impact children's ability to succeed in school-related tasks. I have scrutinized theoretical models that deal with the coherent organization and structure of information as the basis for my research on textbook analysis. In addition, I have developed mathematics and reading interventions and tested their effectiveness with students with and without learning disabilities. Based on my systematic line of research on mathematical problem solving, I have published a curriculum text, *Solving math word problems: Teaching students with learning disabilities using schema-based instruction*.

Project MARS (Mathematical Reasoning Strategies)

## Selected Publications

Cook, B., Dupuis, D. N., & Jitendra, A. K. (in press). A preliminary investigation of the empirical validity of study quality appraisal. Journal of Learning Disabilities.

Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Simonson, G. & Slater, S. C. (in press). Effects of a research-based mathematics intervention to improve seventh-grade students’ proportional problem solving: A cluster randomized trial. Journal of Educational Psychology.

Jitendra, A. K., Dupuis, D. N., Star, J. R., & Rogriguez, M. C. (in press). The effects of schema-based instruction on the proportional thinking of students with mathematics difficulties with and without reading difficulties. Journal of Learning Disabilities. Advance online publication. doi: 10.1177/0022219414554228

Jitendra, A. K., Peterson-Brown, S., Lein, A., Zaslofsky, A., Kunkel, A., Jung, P-G., & Egan, A. (2015). Teaching mathematical word problem solving: The quality of evidence for strategy instruction priming the problem structure. Journal of Learning Disabilities, 48(1), 51-72.

Jitendra, A. K., Dupuis, D. N., & Zaslofsky, A. (2014). Curriculum-Based Measurement and standards-based mathematics: Monitoring the arithmetic word problem-solving performance of third-grade students at risk for mathematics difficulties. Learning Disability Quarterly, 37(4), 241-251.

Jitendra, A. K., Dupuis, D. N., Rodriguez, M. C., Zaslofsky, A. F., Slater, S., Cozine-Corroy, K., & Church, C. (2013). A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third grade students with mathematics difficulties. The Elementary School Journal, 114(2), 252-276.

Jitendra, A. K., Lein, A. E., Star, J. R., & Dupuis, D. N. (2013). The contributions of domain-specific knowledge in predicting students’ proportional problem solving performance. Educational Research and Evaluation: An International journal on Theory and Practice, 19, 700-716.

Jitendra, A. K., Corroy, K. C., & Dupuis, D. N. (2013). Characteristics of students at risk for mathematics difficulty predicting arithmetic word problem solving performance: The role of attention, behavior, and reading. Learning Disabilities: A Multidisciplinary Journal, 19, 51-60. (Invited)

Sood, S., & Jitendra, A. K. (2013). An exploratory study of a number sense program to develop kindergarten students’ number proficiency. Journal of Learning Disabilities, 46, 328-346.

Leh, J., & Jitendra, A. K. (2013). A comparison of the effects of teacher-mediated and computer-mediated instruction on the mathematical word problem solving performance of third grade students with mathematics difficulties. Learning Disability Quarterly, 36, 68-79. (Invited)

Jitendra, A. K., Star, J. R., Dupuis, D. N., & Rodriguez, M. (2013). Effectiveness of schema-based instruction for improving seventh-grade students’ proportional reasoning: A randomized experiment. Journal of Research on Educational Effectiveness, 6, 114-136.

Jitendra, A. K. (2013). Understanding and accessing standards-based instruction for students with mathematics disabilities. Learning Disability Quarterly, 36, 4-8. (Invited)

Jitendra, A. K., Rodriguez, M., Kanive, R. G., Huang, J-P., Church, C., Corroy, K. C., & Zaslofsky, A. F. (2013). The impact of small-group tutoring interventions on the mathematical problem solving and achievement of third grade students with mathematics difficulties. Learning Disability Quarterly, 36, 21-35. (Invited)Jitendra, A. K., & Star, J. R. (2012). An exploratory study contrasting high- and low-achieving students' percent word problem solving. Learning and Individual Differences, 22, 151–158.

Jitendra, A. K., Star, J. R., Rodriguez, M., Lindell, M., & Someki, F. (2011). Improving students' proportional thinking using schema-based instruction. Learning and Instruction, 21, 731-745.

Jitendra, A. K., & Star, J. R. (2011). Meeting the needs of students with learning disabilities in inclusive mathematics classrooms: The role of schema-based instruction. Theory into Practice, 50, 12-19. (Invited)

Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Improving expository text comprehension of students with learning disabilities using cognitive strategy instruction: The quality of evidence. Exceptional Children, 77, 135-160.