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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 |
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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
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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) 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |