Learning and Instruction最新文献_第3页

Does word boundary information facilitate Chinese sentence reading in children as beginning readers? 词界信息是否有助于儿童的中文句子阅读？

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-18 DOI: 10.1016/j.learninstruc.2024.102034

Weiyan Liao , Janet Hui-wen Hsiao

Background

Previous studies showed inconsistent results on whether providing word boundary information using spaces or alternating colors across words would facilitate children's Chinese reading performance.

Aims

We speculated that this inconsistency was related to individual difference in the ability to adjust visual routines for reading established through prior experience in response to the word boundary information. We hypothesized that (1) children who had greater ability to change eye movement behavior according to the word boundary manipulation would benefit more in reading performance; (2) using spaces as word boundaries changed the global configuration of original sentences, which may require more adjustment from the established visual routine, leading to less facilitation.

Samples

Sixty-three grade 2–3 primary school children.

Methods

Children read regular Chinese sentences and sentences with either spaces or alternating colors as word boundary markers and answered related comprehension questions with eye tracking.

Results

Eye Movement analysis with Hidden Markov Models (EMHMM) revealed two representative gaze transition patterns through clustering: a more sequential and a less sequential pattern. As compared with regular sentences, when using alternating colors as word boundary markers, a larger gaze transition pattern change towards the more sequential pattern was correlated with a larger increase in comprehension accuracy. This effect was not observed when using spaces as word boundary markers.

Conclusions

An instructional design should consider its potential costs on the cognitive processes established during prior learning, as well as the potential individual differences in the ability to adjust the existing processing strategy according to the new instructions.

背景以往的研究表明，使用空格或颜色交替的方式提供单词边界信息是否会促进儿童的中文阅读表现，结果并不一致。目的我们推测，这种不一致与个体差异有关，即个体根据先前的经验调整阅读视觉程序的能力，以应对单词边界信息。我们假设：(1) 根据词界操作改变眼动行为的能力较强的儿童在阅读表现上获益较多；(2) 使用空格作为词界改变了原句子的整体结构，这可能需要从已建立的视觉常规中进行更多调整，从而导致促进作用减弱。方法儿童阅读普通中文句子和使用空格或交替颜色作为词界标记的句子，并通过眼动跟踪回答相关的理解问题。结果使用隐马尔可夫模型进行的眼动分析（EMHMM）通过聚类发现了两种有代表性的注视转换模式：一种是顺序性较强的模式，另一种是顺序性较弱的模式。与普通句子相比，当使用交替颜色作为单词边界标记时，向更有顺序模式的注视转换模式变化越大，理解准确率就越高。结论教学设计应考虑其对先前学习过程中建立的认知过程的潜在成本，以及根据新指令调整现有处理策略的能力方面的潜在个体差异。

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引用次数: 0

Overcoming the gap between knowledge and use in mathematical flexibility: Examining the role of inhibitory control 克服数学灵活性中知识与运用之间的差距：研究抑制控制的作用

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-13 DOI: 10.1016/j.learninstruc.2024.102033

Ronghuan Jiang , Ru-De Liu , Jon R. Star , Jia Wang , Wei Hong

Background

Previous research in the domain of equation solving has shown that although students obtain knowledge of multiple strategies, they often use a standard but less efficient strategy. This phenomenon has been framed as a gap between knowledge and use.

Aims

We aim to examine whether using a standard strategy might be a dominant response and whether inhibitory control is needed for students to overcome the knowledge-use gap.

Samples

284 college students participated in the study (n_{Pilot study} = 114, n_Study1 = 62, n_Study2 = 108).

Methods

A time-pressure and a no-choice design was used to examine the frequency of using standard strategies, and the accuracy and speed of using the standard and efficient strategies, respectively (Pilot study). Students completed a dual-inhibition task and a negative priming (NP) task (Study 1). Students’ strategy use was examined in a delayed NP adaptation and a delay intervention in the classroom (Study 2).

Results

Students used standard strategies more frequently under time pressure, indicating the dominance of the standard strategy, even though using efficient strategies was faster. Their performance of using efficient strategies was impaired when inhibition resources were occupied; the observed NP effect reflected the inhibition of the standard strategy when using efficient strategies. A delay intervention improved students’ inhibition process and facilitated their flexibility performance.

Conclusion

This study revealed that applying the standard strategy is often the default tendency for solving algebra equations, and inhibitory control is critical in bridging the gap between possessing knowledge of various strategies and implementing them in mathematical practice.

背景以前在解方程领域的研究表明，虽然学生掌握了多种策略的知识，但他们经常使用标准但效率较低的策略。样本284名大学生参与了研究（nPilot study = 114，nStudy1 = 62，nStudy2 = 108）。方法采用时间压力和无选择设计，分别考察学生使用标准策略的频率，以及使用标准策略和高效策略的准确性和速度（Pilot study）。学生完成了双重抑制任务和消极引物（NP）任务（研究 1）。结果学生在时间压力下更频繁地使用标准策略，这表明标准策略占主导地位，尽管使用高效策略的速度更快。当抑制资源被占用时，他们使用高效策略的表现会受到影响；观察到的 NP 效应反映了在使用高效策略时对标准策略的抑制。本研究揭示了应用标准策略往往是解代数方程的默认倾向，而抑制控制对于缩小掌握各种策略知识与在数学实践中实施这些策略之间的差距至关重要。

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引用次数: 0

Adaptation of quizzing in learning psychology concepts 学习心理学概念时测验的适应性

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-02 DOI: 10.1016/j.learninstruc.2024.102028

Niklas Obergassel , Svenja Heitmann , Axel Grund , Stefan Fries , Kirsten Berthold , Julian Roelle

Background

In the domain of psychology, declarative concepts are a core component of the foundational knowledge that is to be learned. A promising means to enhance retention and comprehension of such concepts is to provide learners with open-ended quiz questions and corrective feedback (i.e., practice quizzing). As adapting quiz question complexity to the individual learners can increase the benefits of practice quizzing, in previous research adaptations based on the real-time process measures of cognitive load ratings and of self-assessed quizzing performance during quizzing have been developed. To date, however, it is unclear whether and, if so, why the two types of adaptation differ in their effectiveness.

Aims

The main goal of the present study was to compare the two adaptation mechanisms in learning declarative psychology concepts via practice quizzing.

Sample

Participants were N = 177 university students.

Methods

After watching an e-lecture on new declarative psychology concepts, the learners were randomly assigned to either note-taking or to responding to quiz questions. The complexity of the quiz questions was increased either according to a preset sequence, or dependent on subjective cognitive load, self-assessed quizzing performance, or both.

Results

Cognitive-load-adapted quizzing was most effective. These benefits were mediated via higher levels of knowledge whenever increases in quiz question complexity were suggested by the adaptation mechanism/took place in the preset sequence, which fostered quizzing performance, which, in turn, fostered learning outcomes.

Conclusions

This study shows that simple cognitive load ratings are a promising basis for adapting practice quizzing in learning declarative psychology concepts.

背景在心理学领域，陈述性概念是需要学习的基础知识的核心组成部分。向学习者提供开放式的测验问题和纠正反馈（即练习测验）是增强对这些概念的保持和理解的一种有前途的方法。由于根据学习者的个体情况调整测验问题的复杂程度可以提高练习测验的效益，因此在以往的研究中，已经开发出了基于认知负荷评级和测验期间自我评估测验成绩的实时过程测量的调整方法。本研究的主要目的是比较这两种适应机制在通过练习测验学习陈述性心理学概念时的效果。测验问题的复杂程度或按照预设顺序增加，或取决于主观认知负荷、自我评估的测验成绩，或两者兼而有之。每当适应机制建议增加测验问题的复杂性/在预设顺序中增加测验问题的复杂性时，这些益处就会通过更高的知识水平来调节，从而提高测验成绩，而测验成绩反过来又会促进学习效果。结论这项研究表明，在学习陈述性心理学概念时，简单的认知负荷评级是调整练习测验的一个很有前途的基础。

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引用次数: 0

After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks 即使是复杂的任务，在初步掌握之后，解决问题比学习范例更能提高长期绩效

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-10-01 DOI: 10.1016/j.learninstruc.2024.102027

Sterre K. Ruitenburg , Kevin Ackermans , Paul A. Kirschner , Halszka Jarodzka , Gino Camp

Background

Successful implementation of effective acquisition strategies (e.g., example study, problem-solving) could help improve mathematics performance. However, it is not yet fully understood when each acquisition strategy should be used, despite the practical value of this knowledge for mathematics textbook authors, teachers, and students.

Aims

Building upon two recent perspectives on when example study and problem-solving are beneficial, we proposed that the optimal acquisition strategy could depend on both task complexity and retention interval (i.e., time between the final practice opportunity and the test). We conducted a multi-classroom experiment to test this proposition.

Sample

166 typically-developing Dutch fifth-grade students participated (M_age = 11.14 years; 42.2% boys).

Methods

We used a 2 (Task Complexity: simple vs. complex) x 2 (Acquisition Strategy: example study vs. problem-solving) x 2 (Retention Interval: 5 min vs. 1 week) between-subjects design with problem-solving performance as dependent variable.

Results

There was no evidence for the hypothesised three-way interaction effect of task complexity, acquisition strategy, and retention interval. However, there was evidence for the hypothesised two-way interaction effect of acquisition strategy and retention interval, independent of task complexity. More specifically, after 5 min, there was no statistically significant performance difference between students studying worked examples and those solving practice problems, but after 1 week, students solving practice problems outperformed those studying worked examples.

Conclusions

Our findings imply that, after initial acquisition, problem-solving leads to better long-term problem-solving performance than example study. This holds true even for a relatively complex task and with limited instruction.

背景成功实施有效的习得策略（如例题学习、问题解决）有助于提高数学成绩。尽管这些知识对数学教科书的编写者、教师和学生都有实用价值，但人们对每种习得策略的使用时间还不完全了解。目的基于最近关于例题学习和问题解决何时有益的两种观点，我们提出最佳习得策略可能取决于任务的复杂性和保持间隔（即最后练习机会与测试之间的时间间隔）。为了验证这一观点，我们进行了一次多教室实验。样本166名发育典型的荷兰五年级学生（年龄=11.14岁；42.2%为男生）参加了实验。方法我们采用了2（任务复杂性：简单与复杂）×2（习得策略：范例学习与问题解决）×2（保持间隔时间）实验。结果没有证据表明任务复杂性、习得策略和保持时间间隔三者之间存在假设的交互效应。然而，有证据表明，假设的习得策略和保持间隔的双向交互效应与任务复杂性无关。更具体地说，在 5 分钟后，学习工作示例的学生和解决练习题的学生之间没有统计学意义上的成绩差异，但在 1 周后，解决练习题的学生的成绩优于学习工作示例的学生。即使是相对复杂的任务和有限的指导也是如此。

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引用次数: 0

Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review K-20 环境中多语言和单语言学习者对阅读和写作反馈的看法：系统回顾

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-27 DOI: 10.1016/j.learninstruc.2024.102022

Danielle N. Berry , Molly L. Taylor , Korinthia D. Nicolai , Alison C. Koenka , Nicole Barnes , Luciana C. de Oliveira , Sharon Zumbrunn

Background

To become proficient readers and writers, both multilingual and monolingual learners must engage with feedback – a precursor to learning and motivational outcomes. Given the importance of feedback to effective literacy learning, students’ perceptions of literacy feedback are critical factors in feedback uptake. However, it is unclear how students perceive literacy feedback.

Aims

We synthesized students’ perceptions of feedback in reading and writing domains across kindergarten through higher education among both monolingual and multilingual learners.

Methods

We systematically reviewed 138 empirical reports.

Results

We present descriptive characteristics, common conceptualizations and operationalizations of feedback perceptions, and themes across feedback perceptions results. Finally, we discuss how students’ literacy feedback perceptions compare to research-based practices for providing literacy feedback, how feedback perceptions may fit into existing literacy and feedback theoretical frameworks, and how student identities, particularly those of multilingual learners, play a role in student feedback perceptions.

Conclusions

The extant K-20 reading and writing feedback perceptions literature rarely conceptualize the construct in a clear manner. Additionally, students' feedback perceptions become more negative and critical as they progress through school. Lastly, students – especially multilingual learners – held positive perceptions of written, audio, and video formats of feedback that were provided by their instructor.

背景为了成为熟练的阅读者和写作者，多语种和单语种学习者都必须接受反馈--这是取得学习和激励成果的先决条件。鉴于反馈对有效识字学习的重要性，学生对识字反馈的看法是影响反馈吸收的关键因素。结果我们介绍了反馈感知的描述性特征、共同概念化和操作化，以及反馈感知结果的主题。最后，我们讨论了学生的读写反馈感知如何与基于研究的读写反馈实践相比较，反馈感知如何融入现有的读写和反馈理论框架，以及学生身份，尤其是多语种学习者的身份如何在学生反馈感知中发挥作用。此外，随着学业的进展，学生的反馈感知变得更加消极和挑剔。最后，学生，尤其是多语种学习者，对教师提供的书面、音频和视频形式的反馈持有积极的看法。

{"title":"Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review","authors":"Danielle N. Berry , Molly L. Taylor , Korinthia D. Nicolai , Alison C. Koenka , Nicole Barnes , Luciana C. de Oliveira , Sharon Zumbrunn","doi":"10.1016/j.learninstruc.2024.102022","DOIUrl":"10.1016/j.learninstruc.2024.102022","url":null,"abstract":"<div><h3>Background</h3><div>To become proficient readers and writers, both multilingual and monolingual learners must engage with feedback – a precursor to learning and motivational outcomes. Given the importance of feedback to effective literacy learning, students’ perceptions of literacy feedback are critical factors in feedback uptake. However, it is unclear how students perceive literacy feedback.</div></div><div><h3>Aims</h3><div>We synthesized students’ perceptions of feedback in reading and writing domains across kindergarten through higher education among both monolingual and multilingual learners.</div></div><div><h3>Methods</h3><div>We systematically reviewed 138 empirical reports.</div></div><div><h3>Results</h3><div>We present descriptive characteristics, common conceptualizations and operationalizations of feedback perceptions, and themes across feedback perceptions results. Finally, we discuss how students’ literacy feedback perceptions compare to research-based practices for providing literacy feedback, how feedback perceptions may fit into existing literacy and feedback theoretical frameworks, and how student identities, particularly those of multilingual learners, play a role in student feedback perceptions.</div></div><div><h3>Conclusions</h3><div>The extant K-20 reading and writing feedback perceptions literature rarely conceptualize the construct in a clear manner. Additionally, students' feedback perceptions become more negative and critical as they progress through school. Lastly, students – especially multilingual learners – held positive perceptions of written, audio, and video formats of feedback that were provided by their instructor.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102022"},"PeriodicalIF":4.7,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach 学术环境中动机和情绪调节策略的共性与差异：人内法

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-26 DOI: 10.1016/j.learninstruc.2024.102009

Kristina Stockinger , Ulrike E. Nett , Markus Dresel

Background

Motivation and emotion form important pillars of students’ educational experiences and, while representing distinguishable constructs, are closely intertwined. Consequently, it can be assumed that their regulation may be governed by similar mechanisms as well. From a theoretical perspective, MR and ER strategy taxonomies do contain overlap, particularly among strategies involving reappraisals of personal competencies, but also unique (i.e., non-overlapping) strategies. Empirically, however, motivational regulation (MR) and emotion regulation (ER) have had little intersection in prior research and stem from rather disconnected research traditions.

Aims

Building on previous work on the functional interplay between students’ motivation and emotion, we examined similarities and differences in MR and ER strategies and tested the assumption that MR strategies are also used to regulate emotions, and ER strategies to regulate motivation, in study situations.

Sample

Participants were 1,466 university students.

Method

Using a within-person design, students reported on their use of various strategies for managing regulatory problems involving either low motivation or negative emotions (anxiety, boredom).

Results

Using CFA and latent difference modeling, we found that strategy use was strongly correlated and differed little in terms of mean levels across motivational and emotional regulation problems. These correlations were even stronger, and mean differences smaller, than those found for regulatory problem distinctions within motivational and emotional problems.

Conclusions

The findings indicate that many designated MR and ER strategies as distinguished in current taxonomies may be relevant for managing both motivational and emotional problems and underscore the need for joint theoretical perspectives on MR and ER.

背景动机和情感是学生教育经历的重要支柱，虽然它们是不同的概念，但却紧密相连。因此，我们可以假定，它们的调节也可能受类似机制的支配。从理论角度来看，MR 和 ER 策略分类法确实存在重叠之处，尤其是涉及个人能力重新评估的策略，但也有独特的（即不重叠的）策略。在以往研究中，动机调节（MR）和情绪调节（ER）很少有交集，而且二者的研究传统也不尽相同。方法采用人内设计，让学生报告他们在处理涉及低动机或消极情绪（焦虑、无聊）的调节问题时所使用的各种策略。结果采用CFA和潜在差异建模，我们发现策略的使用具有很强的相关性，而且在动机和情绪调节问题的平均水平方面差异很小。这些相关性甚至比动机和情绪问题中的调节问题区分发现的相关性更强，平均差异更小。结论研究结果表明，目前分类标准中的许多指定的动机调节和情绪调节策略可能与管理动机和情绪问题相关，并强调了从理论角度共同研究动机调节和情绪调节的必要性。

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引用次数: 0

Other-self similarity, motivation, emotion, and learning 他我相似性、动机、情感和学习

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-26 DOI: 10.1016/j.learninstruc.2024.102026

Misook Heo

Background

Effort investment is a critical component of learning and can be influenced by social comparisons, motivation, and emotion.

Aims

The current research investigated to what extent social comparisons and multimedia type associate with learning performance, as well as motivation and emotion, while controlling for spatial ability.

Samples

Participants were 129 (Study 1) and 138 (Study 2) female undergraduate students.

Methods

Participants were randomly assigned to study groups that received different visual interventions and multimedia types. The visual interventions showing learning progress in terms of effort were the same for both studies. However, in Study 2, the visual interventions with social comparison information also included textual other-self similarity information.

Results

Study 1 showed no significant main effects of the visual interventions or multimedia type on task performance. As expected, spatial ability was associated with task performance. Motivation declined over time in all study groups. While Study 2 also showed no significant main effects, spatial ability did not covary with task performance. Motivation and emotion increased over time in all study groups except for the control group. These findings suggest that other-self similarity information is associated with motivation and emotion, as well as learning outcomes independent of spatial ability.

Conclusions

The research offers unique empirical evidence of the influence of effort feedback when accompanied by other-self similarity information on motivational-affective consequences and cognitive performance.

背景努力投资是学习的重要组成部分，会受到社会比较、动机和情绪的影响。研究目的本研究调查了社会比较和多媒体类型与学习成绩以及动机和情绪的关联程度，同时控制了空间能力。在两项研究中，以努力程度显示学习进度的视觉干预是相同的。结果研究 1 显示，视觉干预或多媒体类型对任务表现没有显著的主效应。不出所料，空间能力与任务完成情况有关。随着时间的推移，所有研究组的动机都有所下降。虽然研究 2 也没有显示出明显的主效应，但空间能力与任务完成情况并不相关。除对照组外，所有研究组的动机和情绪都随着时间的推移而增加。这些研究结果表明，他我相似性信息与动机和情绪以及学习结果相关，而与空间能力无关。

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引用次数: 0

Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study 探索第二语言学生课堂参与度与任务价值信念之间的动态关系：纵向研究

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-25 DOI: 10.1016/j.learninstruc.2024.102025

Hoi Vo , Thi Thu Hien Hoang , Guanglun Michael Mu

Background

Student engagement and subjective task value belief are critical psychological constructs driving the second language (L2) learning process. L2 research has established the positive effect of subjective task value belief on student engagement in the L2 classroom, while the reverse effect has received some theoretical and empirical support in the broader field of educational psychology. However, theoretically grounded empirical work on testing the reciprocal relationship between these two constructs remains absent in L2 research.

Aim

This study sought to examine the longitudinal reciprocal relationship between L2 students’ classroom engagement and their subjective task value belief – the relationship that is neither sufficiently theorized nor empirically tested in the L2 learning context.

Sample

Data were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.

Method

Random intercept cross lagged panel modelling was conducted to examine the carry-over (or autoregressive) effects of L2 students' subjective task value belief (or their classroom engagement) at one time on itself at a subsequent time, as well as the concurrent effects and spill-over (or cross-lagged) effects of L2 students’ subjective task value belief on their classroom engagement and vice versa.

Result

L2 students’ classroom engagement and their subjective task value belief not only co-varied within individuals concurrently, but variation in one construct led to subsequent variation in another over the semester.

Conclusion

Findings confirm the dynamic, situation- and time-specific patterns of relationship between the two constructs in line with the expectancy value theory (Eccles & Wigfield, 2020a) and the development-in-sociocultural context model of student engagement (Wang, Henry, & Degol, 2020).

背景学生参与和主观任务价值信念是推动第二语言（L2）学习过程的关键心理结构。第二语言研究证实了主观任务价值信念对学生参与第二语言课堂的积极影响，而反向影响在更广泛的教育心理学领域也得到了一些理论和实证支持。AimThis study sought to examine the longitudinal reciprocal relationship between L2 students' classroom engagement and their subjective task value belief - the relationship that is neither sufficiently theororized nor empirically tested in the L2 learning context.SampleData were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.方法采用随机截距交叉滞后面板模型来检验 L2 学生主观任务价值信念（或其课堂参与度）在某一时刻对其自身在随后时刻的结转（或自回归）效应，以及 L2 学生主观任务价值信念对其课堂参与度的并发效应和溢出（或交叉滞后）效应，反之亦然。结果后进生的课堂参与度和他们的主观任务价值信念不仅在个体内部同时发生共同变化，而且在整个学期中，一个建构因素的变化会导致另一个建构因素的后续变化。

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引用次数: 0

A scalable approach to high-impact tutoring for young readers 为青少年读者提供高效辅导的可扩展方法

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-24 DOI: 10.1016/j.learninstruc.2024.102021

Kalena E. Cortes , Karen Kortecamp , Susanna Loeb , Carly D. Robinson

Background

Learning to read is foundational to student success in early elementary school, however many students are not proficient readers by third grade. A large body of research suggests high-impact tutoring is the most effective intervention to help struggling readers, however it can be hard to implement and scale.

Aims

This study presents results from a randomized controlled trial of an early elementary reading tutoring program designed to be feasible at scale.

Sample

Participants were 818 kindergarten students in a large southeastern district in the US who were classified as emergent readers on the district's screening tool.

Methods

Within kindergarten classrooms, eligible students were randomly assigned to receive supplementary early literacy tutoring during the 2021-22 school year. The program embeds part-time tutors into the classroom to provide short bursts of instruction to individual students over the course of the school year. With the support of technology, tutors deliver a sequenced curriculum to students. At the end of the school year, students completed program and district literacy assessments.

Results

Students assigned to the program were over two times more likely to reach the program's target reading level by the end of kindergarten (70% vs. 32%) and scored 0.23-standard deviations higher on an oral reading fluency test than the control group. The results were largely homogenous across student populations and extended to district-administered assessments.

Conclusions

The results at the end of the first year of implementation provide promising evidence of an affordable and sustainable approach for delivering one-on-one personalized reading tutoring at scale.

背景学会阅读是学生在小学低年级取得成功的基础，但许多学生到三年级时还不能熟练阅读。大量研究表明，高效的辅导是帮助阅读困难学生的最有效的干预措施，但却很难实施和推广。本研究介绍了一项小学低年级阅读辅导计划的随机对照试验结果，该计划旨在实现大规模的可行性。方法在 2021-22 学年，在幼儿园教室里，符合条件的学生被随机分配到接受早期识字辅导。该计划将兼职辅导教师纳入课堂，在一学年内为个别学生提供短期指导。在技术的支持下，辅导教师为学生提供有序的课程。在学年结束时，学生们完成了项目和学区的读写能力评估。结果被分配到项目中的学生在幼儿园结束时达到项目目标阅读水平的可能性比对照组高出两倍多（70% 对 32%），在口语阅读流利性测试中的得分比对照组高出 0.23 个标准差。这些结果在不同的学生群体中基本一致，并延伸到了学区管理的评估中。结论第一年实施结束时的结果证明，一对一个性化阅读辅导是一种经济实惠且可持续的大规模方法，前景看好。

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引用次数: 0

Improving the teaching and learning of statistics 改进统计教学

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-09-23 DOI: 10.1016/j.learninstruc.2024.102018

Robert C. Schoen , Christopher Rhoads , Alexandra Perez , Tim Jacobbe , Lanrong Li

Background

Statistical literacy is more important now than ever. Mathematics teachers are often expected to teach statistics, but statistics and mathematics differ in important ways. The mathematics teaching workforce needs more opportunities to learn statistics and how to teach it accurately and effectively.

Aims

This study was designed to estimate the effects of an intervention. The intervention consisted of a combination of an inquiry-oriented curriculum replacement unit and teacher learning opportunities in statistics and probability. Primary outcomes of interest were instructional practice and student understanding of statistics and probability.

Sample

The study sample included seventh-grade teachers and their students (age 13) in a single, urban school district in the southeastern United States. There were 74 classrooms represented in the analytic sample for the instructional outcome and 2,283 students in the analytic sample for the student outcome.

Methods

Schools were randomly assigned to the treatment or control conditions with equal probability of assignment to condition. Treatment-condition teachers participated in four days of professional learning workshops focused on teaching a 20-day curriculum unit. The Instructional Quality Assessment was used to measure instructional practice. The Levels of Conceptual Understanding in Statistics assessment instrument was used to measure student learning outcomes. Data analysis used hierarchical linear modeling.

Results

Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found.

Conclusions

The study results indicate that the inquiry-oriented lessons in the curriculum—with the support of teacher-learning opportunities—can improve instruction and increase student learning in statistics.

背景统计素养现在比以往任何时候都更加重要。数学教师通常被期望教授统计学，但统计学和数学在许多方面存在重要差异。数学教师队伍需要更多的机会来学习统计学以及如何准确有效地教授统计学。干预措施包括以探究为导向的课程替换单元和教师在统计与概率方面的学习机会。研究样本包括美国东南部一个城市学区的七年级教师及其学生（13 岁）。在教学结果的分析样本中有 74 个教室，在学生结果的分析样本中有 2283 名学生。方法学校被随机分配到治疗条件或对照条件，分配到条件的概率相同。治疗条件下的教师参加了为期四天的专业学习研讨会，重点是教授一个为期 20 天的课程单元。教学质量评估用于衡量教学实践。统计概念理解水平评估工具用于衡量学生的学习成果。研究结果表明，在教师学习机会的支持下，课程中以探究为导向的课程可以改善教学，提高学生对统计学的学习效果。

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