Literaturnachweis - Detailanzeige
| Autor/inn/en | Clarke, Ben; Doabler, Christian T.; Sutherland, Marah; Kosty, Derek; Turtura, Jessica; Smolkowski, Keith |
|---|---|
| Titel | Examining the Impact of a First Grade Whole Number Intervention by Group Size |
| Quelle | In: Journal of Research on Educational Effectiveness, 16 (2023) 2, S.326-349 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1934-5747 |
| DOI | 10.1080/19345747.2022.2093299 |
| Schlagwörter | Elementary School Students; Grade 1; Elementary School Mathematics; Mathematics Instruction; Instructional Effectiveness; Number Concepts; Numeracy; Intervention; Mathematics Tests; Scores; Outcome Measures; Curriculum Based Assessment; Teacher Student Relationship |
| Abstract | This study utilized a partially nested randomized control design to investigate the impact of Fusion, a first-grade math intervention. Blocking on classrooms, students were randomly assigned to one of the three conditions: a Fusion two-student group, a Fusion five student group, or a no-treatment control group. Two primary research questions were examined: What was the overall impact of the Fusion intervention as compared to a business-as-usual comparison condition? and Was there a differential impact on student outcomes between the 2:1 Fusion and the 5:1 Fusion conditions? Analyses found a positive effects on four outcome measures favoring Fusion groups over control with two of the differences statistically significant. Results between Fusion groups found positive effects favoring the Fusion 2:1 group compared to the Fusion 5:1 group on all four outcome measures with two of the differences statistically significant. On a second-grade follow-up measure, no difference was found between Fusion groups and control, but a statistically significant difference was found between Fusion groups favoring the 2:1 Fusion group. Future research directions and implications for practice are discussed. [For the corresponding grantee submission, see ED626858.] (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
