Literaturnachweis - Detailanzeige
Autor/inn/en | Dietrichson, Jens; Bøg, Martin; Filges, Trine; Klint Jørgensen, Anne-Marie |
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Titel | Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status: A Systematic Review and Meta-Analysis |
Quelle | In: Review of Educational Research, 87 (2017) 2, S.243-282 (40 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-6543 |
Schlagwörter | Intervention; Tutoring; Middle School Students; Elementary School Students; Effect Size; Low Income; Socioeconomic Status; Meta Analysis; Academic Achievement; Standardized Tests; Reading Achievement; Mathematics Achievement; Statistical Analysis; Cooperative Learning; Feedback (Response); Control Groups; Foreign Countries; Literature Reviews; Search Strategies; European Union Förderkonzept; Nachhilfeunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Niedriglohn; Socio-economic status; Sozioökonomischer Status; Meta-analysis; Metaanalyse; Schulleistung; Standadised tests; Standardisierter Test; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Kooperatives Lernen; Ausland; Suchstrategie |
Abstract | Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000 to 2014, 76% of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate that it is possible to substantially improve educational achievement for the target group. Intervention components such as tutoring (ES = 0.36), feedback and progress monitoring (ES = 0.32), and cooperative learning (ES = 0.22) have average ES that are educationally important, statistically significant, and robust. There is also substantial variation in effect sizes, within and between components, which cannot be fully explained by observable study characteristics. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |