Replicating the CGI Experiment in Diverse Environments: Effects on Grade 1 and 2 Student Mathematics Achievement in the First Program Year. Research Report No. 2020-02

Autor/inn/en	Schoen, Robert C.; LaVenia, Mark; Tazaz, Amanda M.; Farina, Kristy; Dixon, Juli K.; Secada, Walter G.
Titel	Replicating the CGI Experiment in Diverse Environments: Effects on Grade 1 and 2 Student Mathematics Achievement in the First Program Year. Research Report No. 2020-02
Quelle	(2020), (140 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Elementary School Students; Grade 1; Grade 2; Mathematics Achievement; Effect Size; Mathematics Tests; Problem Solving; Mathematical Applications; Algebra; Mathematics Instruction; Mathematics Teachers; Faculty Development; Achievement Tests; Standardized Tests; Program Evaluation; Pedagogical Content Knowledge; Teacher Workshops; Student Characteristics; Florida; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Angewandte Mathematik; Innermathematische Anwendung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Programme evaluation; Programmevaluation; Pädagogische Kompetenz
Abstract	Using a cluster-randomized controlled trial research design, this study investigates the effect of the first year of a three-year teacher professional development program on grades 1 and 2 student achievement in mathematics. Although the findings reported in the present report do not meet the standard cutoff for statistical significance (e.g., 95% confidence), effect-size estimates for student achievement in the first year of implementation were positive for the tests that focused on problem solving, applications of mathematics, and algebraic thinking, and they were negative for the computation-focused tests. Those effects varied by grade level. Implications and suggestions for next steps are discussed. [This report was prepared by the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), Learning Systems Institute, Florida State University.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01