Literaturnachweis - Detailanzeige
| Autor/inn/en | Clarke, Ben; Doabler, Christian T.; Sutherland, Marah; Kosty, Derek; Turtura, Jessica; Smolkowski, Keith |
|---|---|
| Titel | Examining the Impact of a First Grade Whole Number Intervention by Group Size |
| Quelle | (2022), (42 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Sutherland, Marah) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Students; Grade 1; Elementary School Mathematics; Mathematics Instruction; Instructional Effectiveness; Number Concepts; Numeracy; Intervention; Mathematics Tests; Scores; Outcome Measures; Curriculum Based Assessment; Teacher Student Relationship |
| Abstract | This study utilized a partially nested randomized control design to investigate the impact of Fusion, a first grade math intervention. Blocking on classrooms, students were randomly assigned to one of three conditions: a Fusion two student group, a Fusion five student group, or a no treatment control group. Two primary research questions were examined: What was the overall impact of the Fusion intervention as compared to a business-as-usual comparison condition? and Was there a differential impact on student outcomes between the 2:1 Fusion and the 5:1 Fusion conditions? Analyses found a positive effects on four outcome measures favoring Fusion groups over control with two of the differences statistically significant. Results between Fusion groups found positive effects favoring the Fusion 2:1 group compared to the Fusion 5:1 group on all four outcome measures with two of the differences statistically significant. On a second grade follow up measure no difference was found between Fusion groups and control but a statistically significant difference was found between Fusion groups favoring the 2:1 Fusion group. Future research directions and implications for practice are discussed. [This paper will be published in the "Journal of Research on Educational Effectiveness."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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