Ecological and Population Validity of Mathematics Interventions for Diverse Students with Low Mathematics Achievement: A Meta-Analysis

Autor/inn/en	Dennis, Minyi Shih; Sorrells, Audrey M.; Chovanes, Jacquelyn; Kiru, Elisheba W.
Titel	Ecological and Population Validity of Mathematics Interventions for Diverse Students with Low Mathematics Achievement: A Meta-Analysis
Quelle	In: Learning Disability Quarterly, 45 (2022) 1, S.32-45 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487211010342
Schlagwörter	Mathematics Achievement; Low Achievement; Intervention; Meta Analysis; Educational Research; Validity; Ecology; Research Methodology; Generalization; Sampling; Effect Size; Elementary School Students; Middle School Students; Student Characteristics + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung; Gültigkeit; Ökologie; Research method; Forschungsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This meta-analysis examined the ecological and population validity of intervention research for students with low mathematics achievement (SWLMA). Forty-four studies published between 2005 and 2019 that met the inclusionary criterion were included in this analysis. Our findings suggest, to improve the external validity and generalizability of research, more detailed descriptions of participants and the socio-cultural contexts of the intervention studies are warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01