Journal of School Psychology最新文献_第2页

Understanding the interplay among parental involvement, parental self-regulation, and child adjustment: A latent profiles analysis and cross-validation 理解父母参与、父母自我调节和儿童适应之间的相互作用：潜在特征分析和交叉验证

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-04-01 Epub Date: 2026-01-12 DOI: 10.1016/j.jsp.2025.101526

Tianyi Ma , Cassandra L. Tellegen , Julie Hodges , Christopher Boyle , Matthew R. Sanders

High levels of parental involvement in children's learning and education bring considerable benefits to children and act as a protective factor for difficulties in children's social, emotional, and behavioral adjustment. Parental self-regulation and efficacy have been found to have positive associations with both their contributions to the home-school partnership and to children's wellbeing. However, most previous studies examining these relationships have applied an “average” approach that overlooked potential individual differences. Using latent profile analysis, this study aimed to investigate the individual differences in the interplay among parental involvement, parental self-regulation and parenting self-efficacy, and children's social, emotional, and behavioral problems. Data were drawn from a survey of 2265 parents of primary-school-aged children in Australia. The sample was randomly split into two similar sized subsamples (N = 1147 and N = 1125) to cross-validate the profile solution and the results of subsequent analyses. We identified four distinct parent profiles: proactive (42.4%), adequate (28.6%), help-seeking (16.9%), and disengaged (12.0%). Profile memberships were associated with a range of child and parent demographic factors, parenting practices, family adjustment, and parental emotional adjustment. These findings contribute to a better understanding of the considerable individual differences in the parent population. These findings also highlight the need for schools to utilize practical strategies to promote parenting capacity, strengthen home-school partnerships, and address child adjustment difficulties.

父母对儿童学习和教育的高度参与给儿童带来了相当大的好处，并对儿童在社会、情感和行为适应方面的困难起到了保护作用。研究发现，父母的自我调节和效能与他们对家庭-学校伙伴关系的贡献和孩子的幸福有着积极的联系。然而，大多数先前的研究都采用了“平均”方法，忽略了潜在的个体差异。本研究采用潜在剖面分析，探讨父母参与、父母自我调节和父母自我效能感对儿童社会、情绪和行为问题的影响。数据来自对澳大利亚2265名小学学龄儿童家长的调查。样本随机分为两个大小相近的子样本（N = 1147和N = 1125），以交叉验证剖面解和后续分析结果。我们确定了四种不同的父母特征：积极主动（42.4%），充分（28.6%），寻求帮助（16.9%）和不参与（12.0%）。档案成员与一系列儿童和父母的人口统计因素、父母的做法、家庭调整和父母的情绪调整有关。这些发现有助于更好地理解亲本群体中相当大的个体差异。这些发现也强调了学校需要运用实用的策略来提高父母的能力，加强家校伙伴关系，并解决儿童适应困难。

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引用次数: 0

Unsettling and rerooting psychological practice in schools: Part 1 - Overview of colonization and its influence on school psychology 学校中令人不安和根深蒂固的心理实践：第一部分-殖民概述及其对学校心理的影响

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-10 DOI: 10.1016/j.jsp.2025.101516

Lisa N. Aguilar , Amanda L. Sullivan , Shereen C. Naser , Sujay V. Sabnis

As school psychology works to advance social justice in research, training, and practice, interpretation of social justice often emphasizes dismantling the racism in our educational system. Associated efforts among school psychologists and school psychology organizations to address decolonization have primarily been symbolic (e.g., land acknowledgements). Social justice and antiracism are important but insufficient to disrupt colonization and support liberation. To truly realize liberation as both a process and a goal, we must work towards decolonization. And to decolonize the field, school psychologists must understand colonialism and how it has and continues to shape the field. This critical consciousness is necessary to support the un/learning needed to better support sustained, structural change in all aspects of our professional work. This manuscript is the first in a two-part series on colonization, decolonization, and Indigenization of school psychology. Here, we provide an overview of colonization and then discuss its influence in education and school psychology, including diversity, equity, inclusion, and social justice initiatives. We assert that decolonization and Indigenization are required to address colonization as a macro-structure and prevent its continued harms in schools and society.

由于学校心理学在研究、培训和实践中致力于促进社会公正，对社会公正的解释往往强调消除我们教育系统中的种族主义。学校心理学家和学校心理学组织为解决非殖民化问题所作的相关努力主要是象征性的（例如，土地确认）。社会正义和反种族主义固然重要，但不足以瓦解殖民和支持解放。要真正把解放作为一个过程和目标来实现，我们必须努力实现非殖民化。为了使这个领域去殖民化，学校心理学家必须了解殖民主义，以及它是如何塑造这个领域的。这种批判意识对于支持更好地支持我们专业工作各方面的持续结构性变革所需的学习是必要的。这篇手稿是关于学校心理学的殖民化、非殖民化和本土化的两部分系列文章中的第一篇。在这里，我们提供了殖民的概述，然后讨论其对教育和学校心理的影响，包括多样性，公平，包容和社会正义倡议。我们认为，需要非殖民化和本土化来解决作为宏观结构的殖民化问题，并防止其在学校和社会中继续造成危害。

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引用次数: 0

Does transcription instruction make writing intervention more effective? A meta-analysis 转录指导是否使写作干预更有效？一个荟萃分析

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jsp.2025.101502

Yue Guo, Sterett H. Mercer, Bonita Squires

Multi-component writing interventions that target text generation and/or self-regulation skills differ in the extent to which they also emphasize transcription instruction, which focuses on spelling, handwriting, or keyboarding skills. To determine how transcription instruction contributes to the effects of multi-component writing intervention, we conducted a meta-analysis of group experimental writing intervention studies for K-12 students. A total of 54 effect sizes from 33 studies for writing quantity and 105 effect sizes from 64 studies for writing quality were included. Results showed that multi-component writing intervention, either with or without a transcription component, yielded stronger effects on writing quantity and quality than transcription intervention alone (quantity: g = 0.40, 95 % CI [−0.14, 0.93]; quality: g = 0.15, 95 % CI [−0.20, 0.51]). However, multi-component writing intervention with transcription components (quantity: g = 0.50, 95 % CI [−0.01, 1.01], quality: g = 0.55, 95 % CI [0.10, 1.00]) tended to have smaller effects than those without a transcription component (quantity: g = 0.66, 95 % CI [0.30, 1.03]; quality: g = 0.85, 95 % CI [0.58, 1.13]). Moderator analyses showed that students at secondary grade levels tended to have larger writing effects than students at elementary grade levels, regardless of the type of writing intervention. Also, students with academic difficulties gained larger effects on writing quantity than writing quality outcomes. These findings supported the theoretical and practical importance of multi-component writing intervention on higher-level writing skills, encouraging its implementation even for young and/or struggling writers, for whom transcription intervention is often emphasized.

针对文本生成和/或自我调节技能的多组件写作干预在强调转录教学的程度上有所不同，转录教学侧重于拼写、手写或键盘技能。为了确定转录教学如何促进多成分写作干预的效果，我们对K-12学生的小组实验写作干预研究进行了荟萃分析。共纳入33项研究中关于写作数量的54个效应量和64项研究中关于写作质量的105个效应量。结果显示，与单独的转录干预相比，多成分写作干预，无论是否含有转录成分，对写作数量和质量的影响都更大（数量：g = 0.40, 95% CI[- 0.14, 0.93]；质量：g = 0.15, 95% CI[- 0.20, 0.51]）。然而，含有转录成分的多组分写作干预（数量：g = 0.50, 95% CI[- 0.01, 1.01]，质量：g = 0.55, 95% CI[0.10, 1.00]）的效果往往小于不含转录成分的多组分写作干预（数量：g = 0.66, 95% CI[0.30, 1.03]；质量：g = 0.85, 95% CI[0.58, 1.13]）。调节分析显示，无论写作干预的类型如何，中学阶段的学生往往比小学阶段的学生有更大的写作效果。此外，学业困难的学生在写作数量上的影响大于写作质量。这些发现支持了多成分写作干预对更高水平写作技能的理论和实践重要性，甚至鼓励年轻和/或挣扎的作家实施它，对他们来说，转录干预经常被强调。

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引用次数: 0

A people's academy: (Re)imagining anti-racist research mentorship in psychology doctoral programs 一所人民学院：（重新）想象心理学博士项目的反种族主义研究指导

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-13 DOI: 10.1016/j.jsp.2025.101519

Erika Y. Niwa, Yana Kuchirko, Firdevs Yigiter, Kristina Arevalo, Tania Camarillo Contreras, Saige Stortz, Marina Piñeiro-Barrera, Marimar Pérez De León, Tashiya Hunter, Shristi Karim, Racquel Samuel, Diamond Krystal Camacho

Psychology doctoral students are trained in spaces historically designed by and for white, able-bodied, middle- to upper-class, straight, cisgender men. Within these settings, minoritized students encounter epistemic exclusion and discrimination that relegate them to academia's periphery. Extant research outlines various approaches to anti-racist research mentorship that support the well-being and academic success of minoritized students. In this paper, we expand on existing lines of inquiry by proposing a “wind chime” model of doctoral research mentorship, which blends the Cultural Research System Model and principles of Critical Race Theory. Drawing from experiences within our Diversity Science Research Collective, we illustrate how our practices—project gardens, lab meetings, authorship and expertise, and writing groups—(re)configure people, places, practices, and power to create affirmative and liberatory academic spaces. We contextualize our model within the broader context of underfunded public institutions of higher education and discuss structural constraints to actualizing anti-racist and just mentorship in revolting times characterized by epistemic exclusion, inequitable institutional policies, political censorship, and economic austerity. Finally, we provide suggestions on promoting anti-racist research mentorship of doctoral students across higher education spaces.

心理学博士生在历史上由白人、健全的中上层社会、直男、顺性别男性设计并为其设计的空间中接受培训。在这些环境中，少数民族学生遭遇认知排斥和歧视，使他们沦落到学术界的边缘。现存的研究概述了反种族主义研究指导的各种方法，这些方法支持少数民族学生的福祉和学业成功。在本文中，我们通过提出一种融合了文化研究系统模型和批判种族理论原则的博士研究指导的“风铃”模型，扩展了现有的探究线。从我们的多样性科学研究集体的经验中，我们说明了我们的实践-项目花园，实验室会议，作者和专业知识，以及写作小组-如何（重新）配置人员，地点，实践和权力，以创造肯定和解放的学术空间。我们将我们的模型置于资金不足的高等教育公共机构的更广泛背景下，并讨论在以知识排斥、不公平的制度政策、政治审查和经济紧缩为特征的起义时期实现反种族主义和公正指导的结构性限制。最后，我们提出了在高等教育领域促进博士生反种族主义研究指导的建议。

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引用次数: 0

Measuring teacher emotional language valence via sentiment analysis: Correlations with classroom practices 基于情感分析的教师情感语言效价测量：与课堂实践的相关性

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-12 DOI: 10.1016/j.jsp.2025.101518

María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh, Haley Cerdan

This study explores the use of sentiment analysis (i.e., a natural language processing [NLP] technique) to assess teacher emotional valence in speech (i.e., whether language is positive, negative, or neutral) during classroom interactions. We analyzed the emotional valence of 131 teachers across eight rural elementary schools and examined the correlations with observed instructional and behavioral management practices (i.e., general praise, behavior specific praise [BSP], behavioral correction, harsh correction, opportunities to respond [OTRs]) across two-time windows: a full school day and 15-min of teacher-led large-group instruction. Sentiment scores were derived using Linguistic Inquiry Word Count (LIWC-22) software, capturing both tone and emotionality metrics. Findings revealed weak to moderate positive correlations between emotional valence and praise, particularly general and combined praises. Emotionality showed stronger association with praise to correction ratios and was more sensitive to short-term emotional expression. No significant correlations were found with harsh corrections or OTRs. Additionally, moderate temporal stability was observed between full-day and 15-min emotional valence scores. Initial findings identified emotionality—capturing explicit emotional language—as a promising complement to traditional observation methods. We discuss findings and implications for integrating sentiment metrics into technological tools to support teacher development and classroom climate monitoring. Future research is needed to expand and validate preliminary findings across diverse educational contexts and explore whether emotional valence moderates or mediates the effectiveness of instructional practices.

本研究探讨了使用情感分析（即自然语言处理[NLP]技术）来评估教师在课堂互动中的言语情感价（即语言是积极的、消极的还是中性的）。我们分析了8所农村小学131名教师的情绪效价，并通过两个时间窗口（一个完整的上学日和15分钟的教师主导的大群体教学），检验了观察到的教学和行为管理实践（即一般表扬、特定行为表扬[BSP]、行为纠正、严厉纠正、回应机会[OTRs]）与情绪效价的相关性。情绪得分是使用语言查询词计数（LIWC-22）软件得出的，捕捉语气和情绪指标。研究结果显示，情绪效价与表扬之间存在弱到中度的正相关关系，尤其是一般表扬和综合表扬。情绪性与表扬校正比的关联更强，对短期情绪表达更敏感。与苛刻的校正或otr没有发现显著的相关性。此外，在全天和15分钟情绪效价评分之间观察到适度的时间稳定性。最初的发现确定了情绪捕捉明确的情绪语言作为传统观察方法的一个有希望的补充。我们讨论了将情感指标整合到技术工具中以支持教师发展和课堂气氛监测的研究结果和影响。未来的研究需要在不同的教育背景下扩展和验证初步发现，并探索情绪效价是否调节或调节教学实践的有效性。

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引用次数: 0

Pragmatic measures of middle school student stress and coping: Concurrent and prospective relations with depression 中学生压力与应对的语用测量：与抑郁的同时及未来关系

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-10 DOI: 10.1016/j.jsp.2025.101514

Keith C. Herman , Wendy M. Reinke , James Sebastian , Colleen L. Eddy , Wenxi Yang

This study examined the technical properties of single-item measures of stress and coping, their patterns of responses, and their associations with depression among a group of 814 middle school students. We examined the temporal stability and intercorrelations of the items with each other and with a measure of depressive symptoms at baseline and at 6- and 18-month followups. The measures demonstrated comparable test-retest reliability as multi-item measures of stress and coping reported in prior studies. Their intercorrelations and relations with depressive symptoms also were very consistent with prior research using longer measures. We next conducted a latent profile analysis of the students' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict depressive symptoms over time. Four profiles were found characterized by the following: high stress and high coping (14 %), low stress and low coping (27 %), high stress and low coping (13 %), and low stress and high coping (46 %). The least adaptive profile, high stress/low coping, had the highest risk of clinically significant depressive symptoms at each time point. Nearly two-thirds of students in the least adaptive profile had elevated depression at baseline compared to only 4 % of students in the low stress/high coping group. Examining stress and coping in combination using single-items can inform efforts to improve student well-being.

本研究以814名中学生为研究对象，考察了压力和应对单项测量的技术特性、反应模式及其与抑郁的关系。我们检查了这些项目之间的时间稳定性和相互相关性，以及基线和6个月和18个月随访时的抑郁症状测量。这些测量方法显示出与先前研究中报道的压力和应对的多项目测量方法相当的重测信度。它们的相互关系以及与抑郁症状的关系也与先前使用更长时间测量的研究非常一致。接下来，我们对学生在学年开始时自我报告的压力和应对水平进行了潜在特征分析，并使用所得的特征来预测随着时间的推移抑郁症状。结果表明：高应力和高应对（14%）、低应力和低应对（27%）、高应力和低应对（13%）、低应力和高应对（46%）。在每个时间点，最不适应的特征（高压力/低应对）出现临床显著抑郁症状的风险最高。在适应能力最差的学生中，近三分之二的学生在基线时抑郁程度升高，而在低压力/高应对组中，这一比例仅为4%。通过单项测试来检查压力和应对能力，可以帮助提高学生的幸福感。

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引用次数: 0

Perceived discrimination of students from minoritized ethnic groups in Germany: Individual, family, and school conditions 对德国少数民族学生的歧视：个人、家庭和学校条件

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-13 DOI: 10.1016/j.jsp.2025.101491

Kristin Schotte , Aileen Edele , Birgit Heppt , Camilla Rjosk , Petra Stanat

Although numerous studies corroborated that perceived discrimination is a developmental risk factor for students from minoritized ethnic groups, less is known about conditions contributing to feelings of ethnic discrimination of adolescents, particularly in contexts outside the U.S. Based on a nationwide dataset, we investigate conditions of perceived discrimination among students from minoritized ethnic groups in Germany. We distinguish several minoritized ethnic groups, examine a variety of individual, family-related, and school-related factors, and focus on two types of discrimination (i.e., perceived personal and group discrimination). Using multilevel structural equation models with data from 4087 ninth graders from minoritized ethnic groups, we found that students with backgrounds from Turkey or an Arabic-speaking country reported more discrimination than their counterparts. In contrast, girls, students with a stronger national identity, students with higher grades, and students with more coethnic peers in their classroom reported lower levels of discrimination than their counterparts. The family's socioeconomic status and sociocultural background as well as the classroom's proportion of minoritized students, its ethnic diversity, and the attended school track were largely unrelated to students' perceived personal and group discrimination. Overall, our findings suggest that conditions at different levels shape perceptions of discrimination of minoritized ethnic groups in Germany.

尽管大量研究证实，感知歧视是少数民族学生的一个发展风险因素，但对导致青少年种族歧视感觉的条件知之甚少，特别是在美国以外的环境中。基于全国范围的数据集，我们调查了德国少数民族学生感知歧视的条件。我们区分了几个少数民族，研究了各种个人、家庭和学校相关的因素，并重点关注两种类型的歧视（即感知到的个人和群体歧视）。利用来自少数民族的4087名九年级学生的多层结构方程模型，我们发现来自土耳其或阿拉伯语国家的学生比他们的同龄人更容易受到歧视。相比之下，女生、民族认同感较强的学生、成绩较高的学生以及班级中同族同学较多的学生报告的歧视程度较低。家庭的社会经济地位和社会文化背景，以及班级中少数民族学生的比例、种族多样性和就读的学校轨迹，在很大程度上与学生感知到的个人和群体歧视无关。总体而言，我们的研究结果表明，不同层次的条件形成了对德国少数民族群体歧视的看法。

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引用次数: 0

Unsettling and rerooting psychological practice in schools: Part 2 - Decolonization and indigenization of school psychology as liberatory praxis 学校心理实践的不安和重新扎根：第二部分-作为解放实践的学校心理的非殖民化和本土化

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jsp.2025.101517

Shereen C. Naser , Lisa N. Aguilar , Sujay V. Sabnis , Amanda L. Sullivan , Trae Brown , Bryanna Kinlicheene , Shafiq Nashashibi

Social justice initiatives often ignore or minimize the concepts, processes, and realities of colonialism, decolonization, or Indigenization. In Part 1, we overviewed colonialism and how it shapes school psychology and limits the potential of equity and social justice initiatives to promote inclusive liberation. We argued that decolonization and Indigenization are necessary for liberatory futures. In Part 2, we define Indigenization and decolonization, discuss the varied ways each can be enacted, and propose leveraging the two in tandem to foster liberatory school psychology praxis for transformative action. We define this praxis and provide key examples of how it addresses the harms of colonialism in educational and school psychology practice. We conclude with an illustrative composite story accompanied by guiding questions to support readers’ reflexivity.

社会正义倡议经常忽略或最小化殖民主义、非殖民化或本土化的概念、过程和现实。在第一部分中，我们概述了殖民主义，以及它如何塑造学校心理，并限制公平和社会正义倡议的潜力，以促进包容性解放。我们认为，非殖民化和本土化对于解放的未来是必要的。在第二部分中，我们定义了本土化和非殖民化，讨论了可以实施的各种方式，并建议将两者结合起来，促进解放学校心理学实践的变革行动。我们定义了这一实践，并提供了它如何在教育和学校心理学实践中解决殖民主义危害的关键例子。我们以一个说明性的复合故事结尾，并附有指导性问题，以支持读者的反身性。

引用次数: 0

Challenges in experimentally demonstrating racial bias in school discipline: Insights from a multi-study replication 在实验中证明学校纪律中的种族偏见的挑战：来自多研究复制的见解

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-17 DOI: 10.1016/j.jsp.2025.101492

Tory L. Ash , Megan Bruun , Nicole Huth , Joshua C. Felver

In an effort to better understand the ways in which racial biases might play out within classrooms among teachers and students, we attempted to replicate an experimental paradigm by Okonofua and Eberhardt (2015). The original study provided persuasive evidence of the ways in which teachers' racial biases might accumulate over the course of multiple interactions, which can serve to damage student-teacher relationships and give rise to racial discipline disproportionality. In replicating their study procedures, participants provided their perceptions and recommendations after reviewing a disciplinary file in which a student misbehaved twice. The race of the student was manipulated as a between-subjects factor. Across four studies with diverse samples of both teachers and undergraduates, we found limited evidence of replication for the core findings of Okonofua and Eberhardt (2015). Although research suggests that racial disparities are pervasive in teachers' disciplinary actions, we did not find evidence of racial biases using this experimental paradigm. Namely, participants did not feel more troubled by the behavior, recommend more severe punishment, more readily label the student as a troublemaker, or suggest that they would be more likely to suspend the Black student, relative to the White student. We discuss the practical and theoretical implications of these non-replication findings and emphasize the importance of replication attempts to understand the boundary conditions of an effect. By sharing and making sense of non-replication findings within the broader literature, researchers have an opportunity to refine theoretical mechanisms of change, formulate the conditions under which an effect occurs, and, ultimately, enrich the science of bias and bias reduction within school settings.

为了更好地理解课堂上教师和学生之间种族偏见可能产生的方式，我们试图复制Okonofua和Eberhardt（2015）的实验范式。最初的研究提供了有说服力的证据，证明教师的种族偏见可能在多种互动过程中积累，这可能会损害学生与教师的关系，并导致种族纪律不成比例。在复制他们的学习过程中，参与者在审查了一名学生两次行为不端的纪律文件后提供了他们的看法和建议。学生的种族被作为学科间因素加以操纵。在包含教师和本科生不同样本的四项研究中，我们发现Okonofua和Eberhardt（2015）的核心发现的复制证据有限。尽管研究表明，种族差异在教师的纪律行为中普遍存在，但我们没有发现使用该实验范式存在种族偏见的证据。也就是说，与白人学生相比，参与者并没有对这种行为感到更大的困扰，也没有建议更严厉的惩罚，更容易给学生贴上捣乱者的标签，也没有暗示他们更有可能让黑人学生停学。我们讨论了这些非重复性发现的实践和理论意义，并强调了重复性尝试对理解效应的边界条件的重要性。通过在更广泛的文献中分享和理解非重复性的发现，研究人员有机会完善变化的理论机制，制定影响发生的条件，并最终丰富学校环境中偏见和减少偏见的科学。

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引用次数: 0

The impact of distributed practice schedules within a classwide computation intervention: A randomized control trial 分布式练习计划对班级计算干预的影响：一项随机对照试验

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-02-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jsp.2025.101522

Emily R. DeFouw , David A. Klingbeil , Robin S. Codding , Alexander D. Latham , Brittany Pigg , Gabreyle McCroskey

Given the number of students demonstrating math difficulties nationally, efforts to optimize instruction and intervention strategies to maximize schools' resources (e.g., personnel, time) are necessary. One method to increase practice opportunities and flexibility for educators is to space instruction across the day. We employed a randomized controlled trial to evaluate whether different practice schedules would impact the short- and long-term effects of a classwide Cover-Copy-Compare math intervention targeting simple and complex math computation problems. We also investigated whether students' average number of opportunities to respond, teachers' ratings of intervention usability, and students' ratings of treatment acceptability differed across the randomly assigned conditions. Thirteen classrooms from two school districts in the Southeast participated. The total dosage per day was held constant across conditions. When compared to students who practiced math facts during one session, students who participated in two or three practice sessions spaced throughout the day had higher math performance on simple computation problems (i.e., subtraction) after a four-week follow-up (g = 0.15 to g = 0.36). Students who practiced math facts during one 10-min session had higher performance on complex computation (i.e., 2 × 2 subtraction) problems (g = −0.30 to g = 0.11) in comparison to students who participated in two or three sessions. Teachers and students perceived the overall intervention and procedures to be acceptable with some variability across grade and condition. Implications for research and practice are discussed with recommendations for educators to consider when designing effective instructional tasks.

考虑到全国范围内表现出数学困难的学生人数，优化教学和干预策略以最大化学校资源（如人员、时间）的努力是必要的。增加教育工作者实践机会和灵活性的一种方法是在一天中安排教学时间。我们采用了一项随机对照试验来评估不同的练习时间表是否会影响针对简单和复杂数学计算问题的班级范围的Cover-Copy-Compare数学干预的短期和长期效果。我们还调查了在随机分配的条件下，学生的平均回应机会数量、教师对干预可用性的评分以及学生对治疗可接受性的评分是否存在差异。来自东南部两个学区的13个教室参与了这项研究。在不同条件下，每天的总剂量保持不变。与只练习一次数学知识的学生相比，在为期四周的随访（g = 0.15至g = 0.36）后，每天参加两到三次练习的学生在简单计算问题（即减法）上的数学表现更高。与参加两到三个课程的学生相比，在一个10分钟的课程中练习数学事实的学生在复杂计算（即2 × 2减法）问题上的表现更高（g = - 0.30至g = 0.11）。教师和学生认为整体干预和程序是可以接受的，但在年级和条件上存在一些差异。对研究和实践的影响进行了讨论，并提出了建议，供教育工作者在设计有效的教学任务时考虑。

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