Using Regression Discontinuity to Estimate the Effects of a Tier 1 Research-Based Mathematics Program in Seventh-Grade

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Im, Soo-hyun; Karl, Stacy R.; Slater, Susan C.
Titel	Using Regression Discontinuity to Estimate the Effects of a Tier 1 Research-Based Mathematics Program in Seventh-Grade
Quelle	(2018), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 7; Mathematics Instruction; Teaching Methods; Learning Problems; Schemata (Cognition); Mathematics Skills; Middle School Students; Middle School Teachers; Conventional Instruction; Textbooks; Problem Solving + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernproblem; Cognition; Schema; Kognition; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Textbook; Text book; Schulbuch; Lehrbuch; Problemlösen
Abstract	The present study used a regression discontinuity approach to test whether schema-based instruction (SBI) was effective for students identified with varying levels of mathematics difficulties (MD) who received Tier 1 instruction. The performance of these students was compared to similar students who received business as usual Tier 1 instruction. Results indicated SBI on average raised scores regardless of whether a student was categorized as having MD on outcome measures of mathematics problem solving, suggesting that SBI is effective for a wide range of proportional reasoning skills and general mathematical proficiency, which broadens the population of students that could benefit from SBI. Standardized slopes for the treatment effect also provide evidence of the effectiveness of SBI. Implications for practice and research are discussed. [This paper was published in "Exceptional Children" v85 n1 p46-65 2018 (EJ1192718).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01