دورية أكاديمية
Does Variability within Tier 2 Mathematics Intervention Groups Affect Students' Response to Intervention?
| العنوان: | Does Variability within Tier 2 Mathematics Intervention Groups Affect Students' Response to Intervention? |
|---|---|
| اللغة: | English |
| المؤلفون: | Marah Sutherland (ORCID |
| المصدر: | Exceptional Children. 2024 90(3):331-346. |
| الإتاحة: | SAGE 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: https://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A120304 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| الواصفات: | Mathematics Instruction, Program Effectiveness, Kindergarten, Young Children, Predictor Variables, Academic Achievement, Class Size, Educational Quality, Response to Intervention, Mathematics Skills, Student Characteristics |
| مصطلحات جغرافية: | Oregon, Massachusetts |
| DOI: | 10.1177/00144029231220307 |
| تدمد: | 0014-4029 2163-5560 |
| مستخلص: | The effectiveness of Tier 2 interventions may depend on the variability of student skills within an intervention group. We investigated the effect of pretest variability within intervention groups using data from a large-scale study of ROOTS, a Tier 2 kindergarten mathematics intervention. Our research questions were as follows: Does mathematics pretest variability within ROOTS groups predict student gains from the intervention, and is this relationship moderated by (a) intervention group size (two- vs. five-student groups), (b) quality of explicit instruction, or (c) group-level initial skill? We found that ROOTS groups with greater pretest variability on a closely aligned mathematics measure experienced smaller gains from the intervention. This association was more impactful in larger intervention groups (i.e., five-student groups compared with two-student groups) and in groups with higher quality of explicit instruction. We unpack these findings and conclude with recommendations for practice and future research. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1420074 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0014-4029 2163-5560 |
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| DOI: | 10.1177/00144029231220307 |