The Efficacy of an Intervention Synthesizing Scaffolding Designed to Promote Self-Regulation with an Early Mathematics Curriculum: Effects on Executive Function

Autor/inn/en	Clements, Douglas H.; Sarama, Julie; Unlu, Fatih; Layzer, Carolyn
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	The Efficacy of an Intervention Synthesizing Scaffolding Designed to Promote Self-Regulation with an Early Mathematics Curriculum: Effects on Executive Function
Quelle	(2012), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Curriculum; Student Centered Curriculum; Teaching Methods; Portfolio Assessment; Self Concept; Early Intervention; Executive Function; Mathematics Instruction; Mathematics Education; Early Childhood Education; Emergent Literacy; Mathematics Achievement; Young Children + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Portfoliobeurteilung; Selbstkonzept; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Frühe Kindheit
Abstract	The authors' goal is twofold. First, they wished to produce a theoretically-based approach to this synthesis. Child-centered programs have a long history. However, concerns about children's achievement, and the pressure of content-specific standards, have set up a perceived conflict, in which educators believe they are being asked to abandon child-centered approaches, or, at least, to compromise and squeeze in, as one teacher put it, "Literacy on Monday-Wednesday-Friday, math on Tuesday-Thursday, and socio-emotional during our shortened play periods." They hope that their approach, if shown to be efficacious, will serve as a model that others can use to successfully and synergistically combine these strategies so the whole is more than the sum of its integrated, not conflicting, parts. Second, and more importantly, they are producing a rigorous evaluation of the efficacy of this approach. The research is also designed to answer which components are responsible for its effects, and why these components led to the outcomes. Thus, they are empirically testing their hypotheses, which will provide an evidentiary basis for researchers and practitioners. This report is the first (and only partial) description of their findings. (Contains 1 footnote.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10