Running head: INTERVENTION FOR EDUCATION Edwards 1 INTERVENTION FOR EDUCATION Edwards 6 Intervention for Education Markis’ Edwards EDU 671: Fundamentals of Educational Research Dr. Deborah Naughton January 15, 2018 Overview Mathematics is a subject that has no substitute and is compulsory in all modern schools. It teaches students to have the skills to count as well as perform both simple and technical arithmetical questions. Arithmetic is applicable in all professions thus the need for it to be compulsory in all modern schools globally (Brown, Dehoney & Millichap, 2015). Nonetheless, the main stresses associated with arithmetic is, understanding the new concepts in new topics. Many teachers are regarded as the cause of this problem as they fail to understand the concept of comprehension. Many teachers work with the assumption that if students understand the basic rules of mathematics, grasping the new technical terms and formulas can have similar results (Brown, Dehoney & Millichap, 2015). This problem is also not rectified by the regulators as they offer little to no support over the matter. It should be understood that students have different levels or varying computing powers. This means that they can easily make errors by either misreading the signs (computational error) or may misunderstand the underlying concept thus using the wrong logic. Overall, there is a common factor with this problem the inability to connect easily the theoretical features of math with reality (Brown, Dehoney & Millichap, 2015). The proposed intervention is to use digital or virtual teaching techniques to reduce these problems with the long-term aim of eliminating it. The use of computers or simulations to teach students is not new, as several schools have implemented technology in the curriculum in one mode or the other. The main advantage of this technique is that it implements the broad number of learning techniques allowing the students to familiarize themselves with one. This eliminates the limit set by teachers as they teach the course (Brown, Dehoney & Millichap, 2015). Literature Review Technology has evolved rapidly in the past decades; it has given way for more processing power, storage capacity and variation in sizes of devices. It has also evolved other sectors in the process such as education; many learning institutions have made the shift from the conventional learning techniques to digital. The main advantage of this shift is that majority of the students are familiar with the operation of these devices, therefore, the need of training is purged. Secondly and most important is that this form of education provides personalized learning, the rate of engagement is higher, students are exposed to competent teaching, assessment of learning is rapid and the quality is higher. As stated earlier, various students have various deficiencies when grasping specific mathem ...

1. Running head: INTERVENTION FOR EDUCATION
Edwards 1
INTERVENTION FOR EDUCATION
Edwards 6
Intervention for Education
Markis’ Edwards
EDU 671: Fundamentals of Educational Research
Dr. Deborah Naughton
January 15, 2018
Overview
Mathematics is a subject that has no substitute and is
compulsory in all modern schools. It teaches students to have
the skills to count as well as perform both simple and technical
arithmetical questions. Arithmetic is applicable in all
professions thus the need for it to be compulsory in all modern
schools globally (Brown, Dehoney & Millichap, 2015).
Nonetheless, the main stresses associated with arithmetic is,
understanding the new concepts in new topics. Many teachers
are regarded as the cause of this problem as they fail to
understand the concept of comprehension. Many teachers work
with the assumption that if students understand the basic rules
of mathematics, grasping the new technical terms and formulas
can have similar results (Brown, Dehoney & Millichap, 2015).
This problem is also not rectified by the regulators as they offer
little to no support over the matter. It should be understood that

2. students have different levels or varying computing powers.
This means that they can easily make errors by either
misreading the signs (computational error) or may
misunderstand the underlying concept thus using the wrong
logic. Overall, there is a common factor with this problem the
inability to connect easily the theoretical features of math with
reality (Brown, Dehoney & Millichap, 2015). The proposed
intervention is to use digital or virtual teaching techniques to
reduce these problems with the long-term aim of eliminating it.
The use of computers or simulations to teach students is not
new, as several schools have implemented technology in the
curriculum in one mode or the other. The main advantage of this
technique is that it implements the broad number of learning
techniques allowing the students to familiarize themselves with
one. This eliminates the limit set by teachers as they teach the
course (Brown, Dehoney & Millichap, 2015).
Literature Review
Technology has evolved rapidly in the past decades; it has
given way for more processing power, storage capacity and
variation in sizes of devices. It has also evolved other sectors in
the process such as education; many learning institutions have
made the shift from the conventional learning techniques to
digital. The main advantage of this shift is that majority of the
students are familiar with the operation of these devices,
therefore, the need of training is purged. Secondly and most
important is that this form of education provides personalized
learning, the rate of engagement is higher, students are exposed
to competent teaching, assessment of learning is rapid and the
quality is higher. As stated earlier, various students have
various deficiencies when grasping specific mathematical
techniques, with digital learning the student are exposed to
various processes until they identify one they are most
comfortable with. This personalized learning technique gives
way to the higher engagement rates as students are taught the
same mathematical concept, with the only difference being they

3. use different approaches that they understand. This change has
also eliminated the use of outdated and complicated techniques
that have resulted in the poor performance of several students.
The technology will also be easily regulated thus allowing
students to not only access quality but also competent
education. Advancements in internet speeds have also made it
possible for students not to be limited in learning in school
alone but also in their respective residential areas. The internet
connection allows teachers to monitor their progress and
provide assistance where needed. This paper will expound on
these factors as well as provide the needed data both qualitative
and quantitative that will be needed to appreciate the
advantages of digital education.
Advantages of Digital Education
One of the main benefits of this intervention is that it
allows the students to be self-driven thus grasping a technique
that is personalized to their capacity. Therefore, it allows the
students to learn new concepts more easily thus giving way to
students that are more capable. It also sharpens their skills by
developing their analytical reasoning. This is important as it
eliminates the problem earlier stated of many students not
understanding the underlying concepts. The next advantage is
that it makes the students more accountable, by giving them the
broad range of techniques; it is the student’s duty to familiarize
themselves with at least one. With random and frequent
retention tests, the determination of the student is tested.
Finally, digital learning leads to increased involvement of both
parents, teachers as teachers find it easier to group students, and
parents provide the needed support for the educational benefit
of the students.
Intervention Plan
The intervention will have to follow a specific plan for its
implementation; first, the number of students who will be used

4. for the data collection will have to be listed allowing the correct
procurement statement to be developed. After the sample group
has been identified, permission letters will have to be sent to
the district education office as well to the students. This
formality is necessary as the intervention is not official and the
students are minors’ therefore parental consent will be needed
(Kiger & Herro, 2015). As the responses from the respective
parties are to be received, the appropriate platform will be
selected with the learner being centered. This will allow the
students to be held accountable for their education, as the
platform will provide them with various techniques that will be
needed to grasp mathematics more easily. The fourth stage of
the intervention plan will commence after feedback has been
given by the district education board as well as approval for the
students in the sample group. It will involve the specification of
the platform being used to the students, teachers, and
representatives from the education board as well as PTA
(parent-teacher association) (Tyner, 2014). This formality is
necessary, as it will be used to identify that the digital platform
is not a replacement for the conventional teacher but places the
teacher as the leader. This means for any inquiries over the
platform of the topic the representatives and students
respectively will address them to the teachers. The fifth step
will be the evaluation of the intervention with data being
collected through observation, testing, and questionnaires. From
the intervention plan, some of the expected results would be
students in the digital learning platform to have better
engagement towards the topic, better results in tests and more
optimism towards mathematics over the semester-long period of
the research. The main stakeholders after viewing these results
are expected to implement e-learning as the new norm as it
promotes performance.
Teaching Philosophy
In teaching, the main driving philosophy is the provision
of effective teaching thus helping students appreciate the bigger
picture towards education. With the implementation of e-

5. learning, teaching will be made more effective and efficient
thus encouraging students to be more analytical thinkers (Tyner,
2014). Moreover, digital learning will change the environment
of education towards student-centered learning environment
considering they are the main stakeholders in the education
sector.
Social Principles
It is important to understand that education is a dynamic
ideal that evolves in more or less the same manner as a society.
This interrelation has resulted in society ranking education as
having the highest value. This intervention plan will appreciate
this notion by encouraging students to be accountable for their
own education (Tyner, 2014). Moreover, the digital platform
will allow students to imparted with the most recent and
verified education.
Harm
This intervention is very important and called for as most
institutions use outdated teaching techniques that have been
approved by the regulators. Majority of learning institutions use
techniques that were coined in the late 1960s and late 1980s
(Pynoo et al, 2011). This period experienced vast changes and
therefore education changed with it. Nonetheless, the digital
learning intervention has proven to be dynamic in the same
manner as society and information. This platform will expose
the students to approved information and techniques thus not
limiting them to one notion that is taught by the educators
(Pynoo et al, 2011).
Protection
The internet of things has proven not to be a safe
environment for acts such as cyberbullying and others.
Therefore, with the stronger relationship formulated between
teachers and parents or guardians towards digital learning a
monitoring strategy can be designed. Moreover, the devices
used by the students will be limited to the sites that offer only
educational benefit. These are the best strategies in place that
can protect the students from unwanted exposure.

6. Bias
To ensure that each student is tested without bias
considering various techniques that use various amounts of time
are presented to them some form of standardization will be
implemented. First, all the students will be tested with the same
question, secondly, the longest techniques will be used to set
the timing of the test (Pynoo et al, 2011).
References
Brown, M., Dehoney, J., & Millichap, N. (2015). The next
generation digital learning environment. A Report on Research.
ELI Paper. Louisville, CO: Educause April.
Kiger, D., & Herro, D. (2015). Bring your own device: Parental
guidance (PG) suggested. TechTrends, 59(5), 51-61.
Pynoo et al. (2011). Predicting secondary school teachers’
acceptance and use of a digital learning environment: A cross-
sectional study. Computers in Human Behavior, 27(1), 568-575.
Tyner, K. (2014). Literacy in a digital world: Teaching and
learning in the age of information. Routledge.
CASE STUDY
Angela is a White 17-year-old girl who is also the mother of a
baby named Adam, now 11 months of age. Both Angela and her
baby live with Angela’s mother, Sarah, in a small rented house
in a semirural community in the Midwest. Sarah, a single
mother herself, works as a food server in a local restaurant.
Sarah has another child, David, who is 13. Angela’s father
abandoned the family when she was 7 years old. Wayne,
Angela’s boyfriend and Adam’s father, has also become
estranged primarily because Sarah refuses to allow him in her
house. She is angry that Angela became pregnant and views
Wayne as incapable of, and uninterested in, taking on his share

7. of the responsibility. During her pregnancy, Angela continued
to attend classes at her high school. She dropped out, however,
when she was 7 months pregnant. She had grown increasingly
depressed about the prospect of caring for an infant, and she
found dealing with schoolwork and her pregnancy
overwhelming. Following Adam’s birth, Angela tried hard to be
a good mother to her son. She took on most of the caretaking
responsibilities by herself, which gave her some measure of
satisfaction. However, she also felt deeply ambivalent. Above
all, she resented the restrictions that the baby placed on her life.
Adam’s frequent crying for no apparent reason was particularly
frustrating. According to Angela, Adam cried even when he was
not hungry or wet. Sometimes she handled Adam roughly, when
he wouldn’t quiet down after a feeding or around bedtime. At
other times, Angela was upset that Adam didn’t seem to smile
enough at her when she wanted to play with him. Sometimes,
Adam paid no attention to her when she wanted interaction. At
these times, she would raise her voice and hold his face in her
hands to make him look at her. She was beginning to feel that
she was not a very good mother to her son after all. Sarah and
Angela’s already strained relationship grew more hostile as
Adam approached his first birthday. Angela felt that her mother
wasn’t interested in helping her. Angela always idealized her
father and believed that it was her mother’s frequent outbursts
of anger that led to her father’s leaving home. For her part,
Sarah believed that her daughter wasn’t doing enough to help
herself. Angela chose not to go back to school, even though she
could have access to school-based child care services. All
through Angela’s high school years, Sarah had expected her
daughter to find a steady job after graduation and to contribute
to the family financially. Instead, Sarah found herself in the
role of financial provider for another child. She was very angry
and hurt that Angela didn’t seem to appreciate all she had done
for her over the years. Whenever the mother and daughter had
an argument, Angela would say that she felt her mother never
really cared about her. What was even worse for Sarah was that

8. Angela had begun seeing Wayne again, without her mother’s
permission. She made it clear to Angela that she and the baby
would need to move out if she ever got pregnant again.
Discussion Questions
1. Comment on the quality of the attachment relationship
between Angela and Adam and between Sarah and Angela. Do
you think that Adam is at risk for developmental problems?
Discuss.
2. Using the model of intergenerational transmission of
attachment presented in this chapter, discuss the transmission
sequence as it applies in this case.
3. What kinds of interventions could you suggest to help the
members of this family?
CASE STUDY
Terry and Bill, married for 5 years, are a Black couple who live
in a small suburban community. Terry graduated from high
school and worked as a receptionist before her marriage to Bill,
a communications company manager. Because both of them
believed that mothers should stay at home with young children,
Terry quit her job when she had her first child, who is now an
intense and active 4-year-old daughter named Dawn. Both
parents were very attentive to their daughter and enjoyed caring
for and playing with her when she was a baby. As Dawn got
older, she became more active and assertive. When Dawn
fussed, resisted, or showed frustration, Terry was patient and
affectionate with her. She was able to coax Dawn out of her bad
temper by making up little games that Dawn enjoyed. Both
Terry and Bill liked Dawn’s spirited personality. Because her
parents wanted her to have access to playmates, Dawn attended
a church-related program for toddlers and preschoolers three
mornings a week. When Dawn was 3 years old, Terry gave birth
to the couple’s second child, a son named Darren. Soon after the
baby’s birth, the family learned that Darren had a congenital
heart problem that would require ongoing medical treatment and

9. a specific regimen of care at home. Darren was an irritable
baby. He fussed for long periods and was very difficult for
Terry to soothe. Because of Darren’s need for medical care and
the limitations of Bill’s medical insurance, the couple soon
found themselves in financial difficulty. Bill began to take on
overtime work at the company to subsidize some of the bills and
was away from the home several nights a week and part of each
weekend. Terry found the care of two demanding young
children and the worries about money to be increasingly more
stressful. She was always tired and seemed to have less patience
with her family. whereas she once had the leisure time to read
to Dawn, to take her for walks, and to help her master tasks that
proved frustrating, Terry now had to shift her attention to the
care of her medically fragile infant. Because Dawn looked so
grown-up compared to the vulnerable newborn, Terry began to
perceive her daughter as able to do many things for herself.
When Dawn demonstrated her neediness by clinging or whining,
Terry became abrupt and demanded that Dawn stop. Many
battles revolved around Terry’s new rule that Dawn have a nap
or “quiet time” each afternoon so that mother and baby could
get some rest. One day, Dawn’s preschool teacher, Mrs. Adams,
asked to speak with Terry. Mrs. Adams noted that Dawn’s
behavior was becoming a problem in the morning preschool
sessions. Dawn had begun throwing toys when she became upset
and often refused to cooperate in group activities. Terry was
greatly embarrassed to hear about her daughter’s misbehavior.
Dawn was the only Black child in the small class, and her
mother wondered if this was part of the problem. When Terry
got home, she put her tearful, clinging daughter in her room for
time-out for being bad at school. She loved Dawn, but she could
not tolerate this kind of behavior, especially when Darren
needed so much of her time. She began to wonder if she and Bill
had spoiled their daughter. Terry feared that Dawn would have
problems when it came time for her to enter kindergarten if they
didn’t take a strong stand with her now.
Discussion Questions 1. Explain Dawn’s behavior from an

10. attachment point of view. How would you describe Dawn’s
attachment history?
2. Describe Terry’s parenting style. Has the style changed?
What suggestions would you make to Terry and Bill about
handling this problem?
3. What are some of the contextual influences on Dawn’s
behavior?