Literaturnachweis - Detailanzeige
Autor/inn/en | Clements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace; Wolfe, Christopher B. |
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Titel | Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition |
Quelle | In: American Educational Research Journal, 56 (2019) 6, S.2509-2530 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831219842788 |
Schlagwörter | Instructional Effectiveness; Mathematics Achievement; Mathematics Instruction; Geometric Concepts; Sequential Learning; Developmentally Appropriate Practices; Student Characteristics; Outcomes of Education; Public Schools; Puzzles; Manipulative Materials; Intervention; Learning Processes; Educational Strategies; Preschool Children Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Elementare Geometrie; Didaktische Sequenzierung; Lernsequenz; Entwicklungsbezogene Bildung; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Legespiel; Hilfsmittel; Learning process; Lernprozess; Lehrstrategie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule |
Abstract | Although basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of a LT approach--that instruction should be presented (only) one LT level beyond a child's present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirically validated LT. The counterfactual (skip-levels) group received an equal amount of instruction focused only on the target level. At posttest, children in the LT condition exhibited significantly greater learning than children in the skip-levels condition, mainly on near-transfer items; no child-level variables were significant moderators. Implications for theory and practice are discussed. [For the corresponding grantee submission, see ED594902.] (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 | 2022/4/11 |