Ben Clarke, Christian T. Doabler, Jessica E. Turtura, K. Smolkowski, Derek B. Kosty, Marah Sutherland, E. Kurtz-Nelson, Hank Fien, S. Baker
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引用次数: 7
Abstract
This study examined whether the efficacy of ROOTS, a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, differed by group size and whether initial skill moderated intervention effects by group size. The study utilized a randomized block design with at-risk students (n = 1,251) within classrooms (n = 138) randomly assigned to one of two treatment conditions (a small group of two or five students) or the control condition. Proximal and distal measures were collected in the fall (pretest), spring (posttest), and winter of first grade (follow-up). Results indicated that students who participated in ROOTS performed better at posttest than control students (Hedges’s g from 0.09 to 0.81), that impact did not vary by group size, and that initial skill moderated the impact of ROOTS compared with control student outcomes but likely was not due to differences in group size.
期刊介绍:
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.