Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Simonson, Gregory R.; Slater, Susan C.
Titel	Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study
Quelle	In: Exceptional Children, 83 (2017) 4, S.340-358 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402917691017
Schlagwörter	Intervention; Followup Studies; Grade 7; Middle School Students; Middle School Teachers; Mathematics Teachers; Experimental Groups; Control Groups; Mathematics Instruction; Principals; Schemata (Cognition); Mathematical Logic; Problem Solving; Mathematics Achievement; Pretests Posttests; Statistical Significance; Learning Disabilities; Hierarchical Linear Modeling; Statistical Analysis + Suchen Sie Ihr Suchwort? Follow-up studies; Kontaktstudium; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Principal; Schulleiter; Cognition; Schema; Kognition; Mathematical logics; Mathematische Logik; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Statistische Analyse
Abstract	This randomized controlled study investigated the efficacy of a Tier 1 intervention--schema-based instruction--designed to help students with and without mathematics difficulties (MD) develop proportional reasoning. Twenty seventh-grade teachers/classrooms were randomly assigned to a treatment condition (schema-based instruction) or control condition (business as usual). Participants included 373 students, of whom 253 demonstrated MD. A measure of proportional problem solving (PPS) was administered at pre- and posttesting and at 11 weeks following treatment, along with a general mathematical problem-solving measure at pre- and posttesting. For the full sample, posttest differences favoring the treatment group were statistically significant for all measures. For students with MD, posttest differences favored the treatment group for the PPS posttest and PPS delayed posttest but not for general problem-solving posttest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01