R
Robin F. Schumacher
Researcher at Vanderbilt University
Publications - 22
Citations - 1334
Robin F. Schumacher is an academic researcher from Vanderbilt University. The author has contributed to research in topics: At-risk students & Randomized controlled trial. The author has an hindex of 15, co-authored 22 publications receiving 1096 citations.
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Journal ArticleDOI
Improving At-Risk Learners' Understanding of Fractions
Lynn S. Fuchs,Robin F. Schumacher,Jessica Long,Jessica M. Namkung,Carol L. Hamlett,Paul T. Cirino,Nancy C. Jordan,Robert S. Siegler,Russell Gersten,Paul Changas +9 more
TL;DR: This paper investigated the effects of an intervention designed to improve at-risk 4th graders' understanding of fractions and examined the processes by which effects occurred, and found that improvement in the accuracy of children's measurement interpretation of fractions mediated intervention effects.
Journal ArticleDOI
Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction.
Lynn S. Fuchs,Robin F. Schumacher,Sonya K. Sterba,Jessica Long,Jessica M. Namkung,Amelia S. Malone,Carol L. Hamlett,Nancy C. Jordan,Russell Gersten,Robert S. Siegler,Paul Changas +10 more
TL;DR: This article investigated whether individual differences in working memory (WM) moderate effects of two variations of intervention designed to improve at-risk 4th graders' fraction knowledge, and examined the effects of each intervention condition against a business-as-usual control group and assessed whether children's measurement interpretation of fractions mediated those effects.
Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction.
Lynn S. Fuchs,Robin F. Schumacher,Sonya K. Sterba,Jessica Long,Jessica M. Namkung,Amelia S. Malone,Carol L. Hamlett,Nancy C. Jordan,Russell Gersten,Robert S. Siegler,Paul Changas +10 more
TL;DR: The authors investigated whether individual differences in working memory (WM) moderate effects of two variations of intervention designed to improve at-risk 4th graders' fraction knowledge, and examined the effects of each intervention condition against a business-as-usual control group.
Journal ArticleDOI
Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties
TL;DR: Comparisons of subgroups of students with various forms of learning difficulties on cognitive and mathematics characteristics revealed expected level differences among groups in both domains: NoLD outperformed RD, and MD outperformed MDRD.
Journal ArticleDOI
Inclusion Versus Specialized Intervention for Very-Low-Performing Students What Does Access Mean in an Era of Academic Challenge?
Lynn S. Fuchs,Douglas Fuchs,Donald L. Compton,Joseph H. Wehby,Robin F. Schumacher,Russell Gersten,Nancy C. Jordan +6 more
TL;DR: In this paper, the authors examined achievement gaps on fractions for very low performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS).