Effective Programs in Elementary Mathematics: A Meta-Analysis. Best Evidence Encyclopedia (BEE)

Autor/inn/en	Pellegrini, Marta; Lake, Cynthia; Neitzel, Amanda; Slavin, Robert E.
Institution	Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Titel	Effective Programs in Elementary Mathematics: A Meta-Analysis. Best Evidence Encyclopedia (BEE)
Quelle	(2020), (63 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Mathematics; Elementary School Teachers; Mathematics Teachers; Tutoring; Faculty Development; Cooperative Learning; Classroom Techniques; Metacognition; Pedagogical Content Knowledge; Elementary School Students; Mathematics Achievement; Benchmarking; Program Effectiveness; Meta Analysis; Effect Size; Foreign Countries; United States; India; Sri Lanka; United Kingdom (England); Netherlands; Germany; Canada + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Förderkonzept; Nachhilfeunterricht; Kooperatives Lernen; Klassenführung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pädagogische Kompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Meta-analysis; Metaanalyse; Ausland; USA; Indien; Ceylon; Niederlande; Deutschland; Kanada
Abstract	This article reviews research on the achievement outcomes of elementary mathematics programs. 85 rigorous experimental studies evaluated 64 programs in grades K-5. Programs were organized in 6 categories. Particularly positive outcomes were found for tutoring programs. Positive outcomes were seen in studies focused on professional development for cooperative learning, classroom management, and metacognitive skills. Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional curricula, but not for digital curricula. Traditional and digital curricula with limited professional development and benchmark assessment programs found few positive effects. (As Provided).
Anmerkungen	Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01