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1.
To investigate the influence of an innovative math fluency intervention, 36 middle‐school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). © 2009 Wiley Periodicals, Inc.  相似文献   

2.
Math competence beliefs and achievement are important outcomes of school‐based learning. Previous studies yielded inconsistent results on whether skill development, self‐enhancement, or reciprocal effects account for the interplay among them. A development‐related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications.  相似文献   

3.
Expectancy-value theory (Eccles, 2009) posits that students’ relative expectancies and values across domains inform their academic choices. Students should therefore be more likely to choose a STEM major if they have higher expectancies and values in STEM domains compared with other domains. Accordingly, this study aimed to explore how upper secondary school students’ profiles in expectancy-value beliefs in math and English are related to concurrent achievement and university major choice. Data on expectancies and values in math and English were collected from 2153 German students in their last school year, along with their concurrent math and English achievement and their university major 2 years later. Latent profile analyses revealed four distinct expectancy-value profiles characterized as Low Math/High English, Moderate Math/Moderate English, High Math/Low English, and High Math/High English. Students’ gender, socioeconomic status, and type of school were meaningfully associated with profile membership. For instance, female students were overrepresented in the Low Math/High English profile compared with other profiles. Students in the four profiles also differed in their math and English achievement. These differences were mostly in line with students’ expectancies and values in the respective domain, but some differences suggested that intraindividual cross-domain comparison processes were also at play. Finally, profile membership predicted students’ choice of a STEM major over and above demographic characteristics and achievement. Students in the High Math/Low English profile were most likely to choose a STEM major. These findings support the importance of considering intraindividual comparisons of expectancies and values for students’ achievement-related behavior and choices.  相似文献   

4.
The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19 SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1 SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade.  相似文献   

5.
Research Findings: This study examined the impact of MyTeachingPartner–Math/Science, a system of math and science curricula and professional development, on the quality of teachers’ interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded teacher supports; Plus: curricula plus implementation support via online resources and in-person workshops) or to a Business-as-Usual (BaU) control condition. Results showed that teachers in the Basic and Plus conditions showed higher levels of Instructional Support and Facilitation of Mathematical and Scientific Thinking. Teachers in the Basic condition also showed higher levels of Emotional Support compared with teachers in the BaU condition. We did not find any significant differences between teachers’ interactions in the Basic and Plus conditions. Practice or Policy: Children are entering kindergarten unprepared in the areas of mathematics and science, largely as a result of inadequate exposure to early experiences and high-quality interactions in these domains. The results of this study suggest that providing teachers with math and science curricula that include embedded teacher supports can have an impact on the quality of their math and science instruction.  相似文献   

6.
Abstract

Prior research estimating the effect of Catholic schooling has focused on high school, where evidence suggests a positive effect of Catholic versus public schooling. In this article, we estimate the effect of attending a Catholic elementary school rather than a public school on the math and reading skills of children in kindergarten through fifth grade. We use nationally representative data and a set of matching estimators to estimate the average effect of Catholic schooling and the extent to which the effect varies across educational markets. When we use public school students nationwide or within the same county to provide a counterfactual estimate of how Catholic school students would have performed in public schools, we find strong evidence indicating that Catholic elementary schools are less successful at teaching math skills than public schools (Catholic school students are 3–4 months behind public school students by third and fifth grade), but no more or less successful at teaching reading skills. Moreover, unlike prior research, we find no consistent evidence that the effects of Catholic schooling vary substantially by race or urbanicity, though our power to detect such differences is weak.  相似文献   

7.
BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.  相似文献   

8.
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention‐produced change at age 4 is associated with a 0.24‐SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014 ) using national data sets. Implications for developmental theory and practice are discussed.  相似文献   

9.
Abstract

The current study focuses on the calculation and word problem-solving skill profiles at the end of middle school and their relationships to previous skills and interest in math. The sample included 818 (48% boys) Estonian students from 31 schools. Math skills, reasoning, text comprehension, and interest in math were assessed in Grade 8. Latent profile analysis was used to identify latent profiles of calculation and word problem-solving skills in Grade 9 (age 15 years). Five latent profiles were found. Results indicated that students had significantly different math and cognitive skills; however, the interest level for average and lower-achieving students was quite similar. Students with the highest skills had an exceptionally high interest in math, showing that enhancing students’ interest together with academic skills might help to reach a high level of math skills by the end of middle school.  相似文献   

10.
Different cross-domain trajectories in the development of students’ ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’ intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.  相似文献   

11.
Three hundred and ninety-one children (195 girls; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献   

12.
ABSTRACT

Research Findings: Using data from a short-term longitudinal study of 343 third-, fourth-, and fifth-grade students, we investigated visual-motor integration (VMI) skills as a predictor of direct assessments of executive functions (EFs) and academic achievement. This is the first study to investigate relations among these three constructs in late elementary school. VMI predicted change in EFs from fall to spring. EFs and VMI were independently associated with math and English/language arts standardized test scores. When controlling for earlier achievement test scores, EFs—but not VMI—remained a significant predictor of later academic achievement. Results indicate that VMI may help support the continued development of EFs in late elementary school, but EFs appear to be comparatively more important as a direct predictor of continued academic development during this age period. Practice or Policy: VMI is a complex ability that combines fine motor coordination (an aspect of school readiness) and visual-spatial reasoning skills. VMI has been identified as an influential predictor of early academic development, but it has been neglected in middle childhood studies. Our results suggest that VMI remains important through the end of elementary school for the continued development of children’s EFs and therefore merits more attention from researchers and educators.  相似文献   

13.
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.  相似文献   

14.
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.  相似文献   

15.
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16.
Previous research has documented a substantial decline of standardized test scores of children from low-income backgrounds, relative to more advantaged peers, in later elementary grades, the so-called “fourth-grade slump.” This article examines changes in reading achievement from first to fifth grade for students in a large urban school system with a high proportion of students from economically deprived backgrounds. Students received first-grade reading instruction from Direct Instruction (DI), Open Court, or a mixture of reading curricula. Results indicate that students in schools using DI had significantly greater gains in both reading vocabulary and comprehension than students in the two other settings and that their average levels of achievement in fifth grade were above the national norms, thus countering the fourth-grade slump.  相似文献   

17.
This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap.  相似文献   

18.
Panel mediation models and fixed‐effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First‐grade EC mediated the relation between parents' reactions at kindergarten and second‐grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time‐invariant covariates of EC and math achievement were controlled, first‐grade EC no longer predicted second‐grade math achievement.  相似文献   

19.
Abstract

The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed.  相似文献   

20.
The purpose of this nationwide survey was to assess young Turkish pupils’ environmental literacy (EL) level by considering six EL components. The sample of the study comprised of 2,412 fifth graders selected from 78 elementary schools (26 private and 52 public) in 26 provinces of Turkey. Data were obtained through the use of an elementary school environmental literacy instrument (ESELI) including five parts and total of 75 items. The results revealed that the composite EL score of the students was found to be 149.66 (SD = 26.19), suggesting a moderate level of EL among 61% percent of the students (n = 1,545). On the other hand, more than a quarter of the participants (27.3%, n = 659) held high level EL, whereas only 22 students (0.9%) showed low level EL. The implications of the results to policy, practice, and further research were discussed at the end of the study.  相似文献   

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