小学早期阅读教学中的同质分组

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-05-28 DOI:10.1086/708666
Susan Kemper Patrick
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引用次数: 3

摘要

将学生分成同类是小学教师在阅读教学中常用的教学方法。尽管研究人员几十年来一直在研究同质分组的影响,但对于分组是有效还是公平的教学实践,几乎没有达成共识。评估分组效果的核心挑战是为均匀分组的学生确定合适的比较案例。本研究使用2010年幼儿纵向研究队列的数据,使用学生固定效应来比较在上学前3年的阅读教学中有不同分组经历的学生的阅读成长。这项研究发现,平均而言,均匀分组的学生的阅读增长略高于未分组的学生,但也发现均匀分组与阅读增长之间的联系取决于学生的阅读小组位置和初始阅读技能。
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Homogeneous Grouping in Early Elementary Reading Instruction
Separating students into homogeneous groups is a common instructional practice used by elementary teachers during reading instruction. Although researchers have been studying the effects of homogeneous grouping for many decades, there is little consensus on whether grouping is an effective or equitable instructional practice. The central challenge in estimating the effects of grouping is determining an appropriate comparison case for homogeneously grouped students. Using data from the 2010 cohort of the Early Childhood Longitudinal Study, this study uses student fixed effects to compare the reading growth of students who have different grouping experiences during reading instruction over their first 3 years of schooling. This study finds that, on average, homogeneously grouped students have slightly higher reading growth than students who are not grouped but also finds that this association between homogeneous grouping and reading growth depends on students’ reading group placement and initial reading skills.
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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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