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Autor/inn/enClements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace; Wolfe, Christopher B.
TitelEvaluating the Efficacy of a Learning Trajectory for Early Shape Composition
QuelleIn: American Educational Research Journal, 56 (2019) 6, S.2509-2530 (22 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0002-8312
DOI10.3102/0002831219842788
SchlagwörterInstructional Effectiveness; Mathematics Achievement; Mathematics Instruction; Geometric Concepts; Sequential Learning; Developmentally Appropriate Practices; Student Characteristics; Outcomes of Education; Public Schools; Puzzles; Manipulative Materials; Intervention; Learning Processes; Educational Strategies; Preschool Children
AbstractAlthough basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of a LT approach--that instruction should be presented (only) one LT level beyond a child's present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirically validated LT. The counterfactual (skip-levels) group received an equal amount of instruction focused only on the target level. At posttest, children in the LT condition exhibited significantly greater learning than children in the skip-levels condition, mainly on near-transfer items; no child-level variables were significant moderators. Implications for theory and practice are discussed. [For the corresponding grantee submission, see ED594902.] (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
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