Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Simonson, Gregory R.; Slater, Susan C.
Titel	Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study
Quelle	(2017), (38 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Grade 7; Middle School Students; Middle School Teachers; Mathematics Teachers; Experimental Groups; Control Groups; Mathematics Instruction; Principals; Schemata (Cognition); Mathematical Logic; Problem Solving; Mathematics Achievement; Learning Disabilities; Students with Disabilities; Followup Studies + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Principal; Schulleiter; Cognition; Schema; Kognition; Mathematical logics; Mathematische Logik; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Disability; Disabilities; Studentin; Behinderung; Follow-up studies; Kontaktstudium
Abstract	This randomized controlled study investigated the efficacy of a Tier 1 intervention, schema-based instruction (SBI), designed to help students with and without mathematics difficulties (MD) develop proportional reasoning. Twenty seventh-grade teachers/classrooms were randomly assigned to a treatment (SBI) or control (business-as-usual) condition. Participants included 373 students of whom 253 demonstrated MD. A measure of proportional problem solving (PPS) was administered at pre- and post-testing, and at 11 weeks following treatment, along with a general mathematical problem solving measure at pre- and post-testing. For the full sample, posttest differences favoring the treatment group were statistically significant for all measures. For students with MD, posttest differences favored the treatment group for the PPS posttest and PPS delayed posttest, but not for general problem solving posttest. [This paper was published in "Exceptional Children" (EJ1151254) and "Journal of Learning Disabilities" v83 n4 p340-358 2017.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01