Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-08-06 DOI:10.1086/710041
Ben Clarke, Christian T. Doabler, Jessica E. Turtura, K. Smolkowski, Derek B. Kosty, Marah Sutherland, E. Kurtz-Nelson, Hank Fien, S. Baker
{"title":"Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill","authors":"Ben Clarke, Christian T. Doabler, Jessica E. Turtura, K. Smolkowski, Derek B. Kosty, Marah Sutherland, E. Kurtz-Nelson, Hank Fien, S. Baker","doi":"10.1086/710041","DOIUrl":null,"url":null,"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.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/710041","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/710041","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
用小组规模和初始技能检验幼儿园数学干预的效果
这项研究考察了ROOTS的疗效是否因群体规模而不同,以及初始技能是否因群体大小而调节干预效果。ROOTS是一项针对高危幼儿园学生的50节课数学干预计划,专注于整数概念。该研究采用了随机分组设计,将教室(n=138)内的高危学生(n=1251)随机分配到两种治疗条件中的一种(由两到五名学生组成的小组)或对照条件中。在一年级的秋季(测试前)、春季(测试后)和冬季(随访)收集近端和远端测量。结果表明,参加ROOTS的学生在后测中的表现比对照学生好(Hedges的g从0.09到0.81),这种影响不因小组规模而变化,与对照学生的结果相比,初始技能调节了ROOTS的影响,但可能不是由于小组规模的差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
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.
期刊最新文献
“It’s Just Something That You Have to Do as a Teacher” Front Matter 41 Teachers, 41 Different Ways Predictable Variation in the Implementation of a Curricular Intervention—and Why it Matters Attempting Equity in Classroom Practice
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1