用小组规模和初始技能检验幼儿园数学干预的效果

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
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引用次数: 7

摘要

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