Firm Foundations: The Effectiveness of an Educational Psychologist Developed Intervention Targeting Early Numeracy Skills

Autor/inn/en	Somerville, Ros; Ayre, Kate; Tunbridge, Daniel; Cole, Katy; Stollery, Richard; Sanders, Mary
Titel	Firm Foundations: The Effectiveness of an Educational Psychologist Developed Intervention Targeting Early Numeracy Skills
Quelle	In: Educational Psychology in Practice, 31 (2015) 3, S.265-278 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2015.1033512
Schlagwörter	Numeracy; Numbers; Mathematics Skills; Intervention; Educational Psychology; Quasiexperimental Design; National Curriculum; Achievement Gains; Instructional Innovation; Thinking Skills; Mathematics Tests; Pretests Posttests; Experimental Groups; Control Groups; Correlation; Comparative Analysis; Program Validation; Program Effectiveness; Program Evaluation; Foreign Countries; Elementary School Students; United Kingdom; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Rechenkompetenz; Zahlenraum; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Erziehungspsychologie; Pädagogische Psychologie; Achievement gain; Leistungssteigerung; Educational Innovation; Bildungsinnovation; Denkfähigkeit; Korrelation; Programme evaluation; Programmevaluation; Ausland; Großbritannien; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study evaluates the efficacy of a mathematics intervention devised by Essex Educational Psychology Service (EPS), UK. The intervention was designed to develop understanding and skills across four key domains within arithmetical development, by applying the principles of errorless learning, distributed practice and teaching to mastery. A quasi-experimental design was used to investigate the success of the intervention in raising the level of arithmetical skills of lower achieving pupils up to National Curriculum Level 2. The results indicated that children engaging with the intervention made significantly more progress than children not engaging with the intervention, with ratio gains of 2.51 in arithmetical skills. In addition, gains were made in mathematical reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01