Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial

Autor/inn/en	Owen, Kaydee L.; Hunter, Stacey H.; Watkins, Richard C.; Payne, Joshua S.; Bailey, Tom; Gray, Cameron; Hastings, Richard P.; Hughes, J. Carl
Titel	Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial
Quelle	In: Journal of Research on Educational Effectiveness, 14 (2021) 3, S.523-542 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Owen, Kaydee L.) ORCID (Hunter, Stacey H.) ORCID (Watkins, Richard C.) ORCID (Payne, Joshua S.) ORCID (Bailey, Tom) ORCID (Gray, Cameron) ORCID (Hastings, Richard P.) ORCID (Hughes, J. Carl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.1875526
Schlagwörter	Foreign Countries; Mathematics Achievement; Intervention; Outcomes of Education; Arithmetic; Precision Teaching; Mathematics Instruction; Elementary School Students; Elementary School Teachers; Teacher Education; Program Implementation; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fast and accurate recall. The existing literature suggests that the strategy can help learners improve academic outcomes. Through a cluster randomized controlled trial, we assessed the impact of implementation support on children's mathematics outcomes during a teacher-led SAFMEDS intervention. Following training and prior to baseline assessments, we randomly allocated schools to receive either no (n = 31) or ongoing (n = 33) support from a researcher. Support consisted of three "in-situ" visits and email contact. Assessors remained blind to the condition of the schools throughout. We analyzed the outcomes of children (n[subscript Support] = 294, n[subscript NoSupport] = 281) using a multi-level mixed-effects model; accounting for the children nested within schools. The results suggest that implementation support has a small effect on children's fluency of arithmetic facts (Mathematics Fluency and Calculation Tests (MFaCTs): Grades 1-2, d = 0.23, 95% CI: 0.06-0.40; MFaCTs: Grades 3-5, d = 0.25, 95% CI: 0.08-0.42). These results are larger than the average effect sizes reported within professional development literature that apply coaching elements to mathematics programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01