Schema-Based Instruction: Effects of Experienced and Novice Teacher Implementers on Seventh Grade Students' Proportional Problem Solving

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Dupuis, Danielle N.; Simonson, Gregory; Slater, Susan C.; Lein, Amy E.
Titel	Schema-Based Instruction: Effects of Experienced and Novice Teacher Implementers on Seventh Grade Students' Proportional Problem Solving
Quelle	(2016), (50 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Schemata (Cognition); Evidence Based Practice; Beginning Teachers; Faculty Development; Mathematics Instruction; Mathematics Achievement; Grade 7; Problem Solving; Metacognition; Experienced Teachers; Retention (Psychology); Achievement Tests; Student Attitudes; Teacher Attitudes; Satisfaction; Quasiexperimental Design; Program Implementation; Fidelity; Coding; Pretests Posttests; Grade 6; Scores; Surveys; Rating Scales; Middle Schools; Minnesota; Minnesota Comprehensive Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cognition; Schema; Kognition; Junior teacher; Junglehrer; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Merkfähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerverhalten; Lehrerverhalten; Zufriedenheit; Codierung; Programmierung; School year 06; 6. Schuljahr; Schuljahr 06; Survey; Umfrage; Befragung; Rating-Skala; Middle school; Mittelschule; Mittelstufenschule
Abstract	This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a multicomponent intervention that emphasizes the mathematical structure of problems through the use of schematic diagrams and incorporates problem solving and metacognitive strategy instruction. Results indicated that both experienced- and novice-teacher implementers delivered SBI with similar levels of fidelity; there was no SBI experience effect on the immediate and 10-week retention tests of proportional problem-solving, on a general measure of problem solving, or on the end of the year state mathematics achievement test. These results provide evidence that the effectiveness of SBI generalizes over time to different cohorts of teachers and that the impact of SBI on student mathematics outcomes is maintained over time without additional PD. [This article was published in "Learning and Instruction" v44 p53-64 Aug 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01