Literaturnachweis - Detailanzeige
Autor/inn/en | Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Im, Soo-hyun; Slater, Susan C. |
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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 |
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 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). |
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 |