使用SRSD分数在MTSS框架内支持学生:回归不连续设计的结果

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2021-07-22 DOI:10.1111/ldrp.12253
Mickey Losinski, Robin Parks Ennis, Ashley Shaw, Nicholas A. Gage
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引用次数: 4

摘要

有数学困难的学生常常难以理解分数的概念和程序。自我调节策略发展(SRSD)是一个基于证据的框架,用于教授各种学术技能,包括数学。本研究的目的是扩展使用SRSD分数的初步工作,以支持四年级数学困难学生的分数表现。使用模糊回归不连续设计,我们对60名参与者在多层支持框架系统中实施的第2层干预的效果进行了评估,其中16人参与了干预。治疗组学生后测得分较高,局部平均治疗效果无统计学意义,但整体差异评分差异较大(g = 0.81;95% CI 0.18和1.43)。讨论了局限性和未来发展方向。
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Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design

Students with mathematics difficulties often struggle with conceptual and procedural understanding of fractions. Self-regulated strategy development (SRSD) is an evidence-based framework for teaching a variety of academic skills, including mathematics. The purpose of this study was to extend preliminary work using SRSD Fractions to support the fraction performance of fourth-grade students with mathematics difficulties. Using a fuzzy regression discontinuity design, we evaluated the effects of a Tier 2 intervention implemented within a multitiered systems of support framework with 60 participants, 16 of whom participated in the intervention. While students in the treatment group had higher scores on the posttest, the local average treatment effect was not statistically significant, but the overall difference in difference score suggested a large effect (g = 0.81; 95 percent CI 0.18 and 1.43). Limitations and future directions are discussed.

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CiteScore
2.60
自引率
11.10%
发文量
21
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