Long-Range Impact of a Scale-Up Model on Mathematics Teaching and Learning: Persistence, Sustainability, and Diffusion

Autor/inn/en	Sarama, Julie; Clements, Douglas H.
Titel	Long-Range Impact of a Scale-Up Model on Mathematics Teaching and Learning: Persistence, Sustainability, and Diffusion
Quelle	In: Journal of Cognitive Education and Psychology, 20 (2021) 2, S.112-122 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clements, Douglas H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
Schlagwörter	Program Effectiveness; Intervention; Mathematics Education; Preschool Education; Mathematics Activities; Mathematics Skills; Kindergarten; Grade 1; Effect Size; Racial Differences; Persistence; Grade 5; Grade 4; Elementary School Students; Sustainability; Models; Mathematics Teachers; Faculty Development; Barriers; Fidelity; Program Implementation; Educational Innovation; Information Dissemination + Suchen Sie Ihr Suchwort? Mathematische Bildung; Pre-school education; Vorschulerziehung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Rassenunterschied; Ausdauer; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Nachhaltigkeit; Analogiemodell; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Instructional innovation; Bildungsinnovation; Informationsverbreitung
Abstract	Scaling up educational interventions in the STEM (Science, Technology, Engineering, and Mathematics) field is critical but under-researched. We review and draw implications from a series of studies investigating the long-range impact of an implementation of an early mathematics scale-up model based on learning trajectories. Lasting effectiveness includes persistence, sustainability, and diffusion. We conclude that persistence of the effects on individual children's trajectories of learning is difficult to achieve, and support for children must be maintained through elementary school. More positive and perhaps more important, implementation of the scale-up model showed impressive sustainability with teachers as it increased their use of intervention components and their fidelity to high-quality instruction. Also promising has been indications of diffusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01