Investigating the Generalizability of Schema-Based Instruction Focused on Proportional Reasoning: A Multi-State Study

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Im, Soo-hyun; Slater, Susan C.
Titel	Investigating the Generalizability of Schema-Based Instruction Focused on Proportional Reasoning: A Multi-State Study
Quelle	In: Journal of Experimental Education, 89 (2021) 4, S.587-604 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jitendra, Asha K.) ORCID (Harwell, Michael R.) ORCID (Im, Soo-hyun) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1751580
Schlagwörter	Abstract Reasoning; Logical Thinking; Mathematical Logic; Mathematics Instruction; Schemata (Cognition); Problem Solving; Instructional Effectiveness; African American Students; Hispanic American Students; White Students; Racial Differences; Special Education; Urban Schools; Low Income Students + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Cognition; Schema; Kognition; Problemlösen; Unterrichtserfolg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study used integrative data analysis (Curran & Hussong, 2009), which allows combining data from different studies, to examine the generalizability of a research-based mathematics program, schema-based instruction (SBI), with a focus on proportional reasoning. Data were pooled from existing SBI studies spanning three U.S. states in which teachers and their classrooms were randomly assigned to either a SBI or control condition. Results of a series of multilevel (i.e., two-level, students within teachers) models indicated the effectiveness of SBI in improving students' mathematical problem-solving performance. The pooled data findings clarify that SBI improves students' mathematical problem solving more so for proximal than distal measures. These findings also show Black and Hispanic students continue to lag behind White students, that teachers with more experience tend to be associated with higher performing classrooms, and that increasing concentrations of students eligible for free or reduced price lunch and students receiving special education services are generally associated with weaker performances. Implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01