Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties? A Mediated Moderation Analysis

Autor/inn/en	Doabler, Christian T.; Stoolmiller, Mike; Kennedy, Patrick C.; Nelson, Nancy J.; Clarke, Ben; Gearin, Brian; Fien, Hank; Smolkowski, Keith; Baker, Scott K.
Titel	Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties? A Mediated Moderation Analysis
Quelle	In: Assessment for Effective Intervention, 44 (2019) 3, S.197-211 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smolkowski, Keith) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508418758364
Schlagwörter	Direct Instruction; Kindergarten; Mathematics Instruction; Mathematics Skills; Mathematics Achievement; Core Curriculum; Demonstrations (Educational); Mathematical Concepts; Feedback (Response); Drills (Practice); Group Instruction; Numeracy; Individual Instruction; Program Effectiveness; At Risk Students; Outcomes of Education; Correlation; Oregon; Texas + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Kerncurriculum; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Gruppenunterricht; Rechenkompetenz; Individuelles Lernen; Lernleistung; Schulerfolg; Korrelation
Abstract	A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics. This study investigated the extent to which observed components of explicit mathematics instruction explained why students' initial mathematics achievement was previously found to moderate the treatment impact of an empirically validated, core kindergarten mathematics program. Instructional components examined were as follows: (a) teacher demonstrations and explanations of mathematical concepts, (b) group and individual student practice opportunities, and (c) teacher-delivered academic feedback. Findings suggest that the rate in which teachers facilitated individual student practice opportunities during core mathematics instruction explained the program's differential effectiveness. Implications in terms of differentiating practice opportunities for at-risk learners and utilizing classroom observation data to test potential mediating variables of academic interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01