تقرير
Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction
| العنوان: | Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction |
|---|---|
| اللغة: | English |
| المؤلفون: | Fuchs, Lynn S., Malone, Amelia S., Preacher, Kristopher J., Cho, Eunsoo, Fuchs, Douglas, Changas, Paul |
| المصدر: | Grantee Submission. 2022. |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 46 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | National Center for Special Education Research (NCSER) (ED/IES) |
| Contract Number: | R324D130003 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| الواصفات: | Elementary School Students, Elementary School Mathematics, Fractions, Intervention, Grade 4, Grade 5, Mathematics Instruction, Computation, Mathematics Skills, Outcomes of Education, Effect Size, Teaching Methods, Achievement Tests, Mathematics Tests, Outcome Measures |
| معرفات التقييم و الدراسة: | Wide Range Achievement Test |
| مستخلص: | This study's 1st purpose was to investigate effects of a 4th- and 5th-grade "next-generation" fraction intervention, which included 6 enhancements over a previously validated fraction intervention, designed to address Career- and College-Readiness standards. The next-generation intervention is referred to as "Super Solvers." The study's 2nd purpose was to assess effects of the next-generation fraction intervention at follow-up, 1 year after intervention ended. The 3rd purpose was to isolate the effects of 1 of the 6 intervention enhancements: interleaved fraction calculations instruction. Students with intensive intervention needs were randomized to next-generation fraction intervention ("Super Solvers": SSINT) with blocked calculations instruction (SSINT_B), SSINT with interleaved calculations instruction (SSINT_I), and control. On a mix of proximal and transfer outcomes, SSINT (across) conditions produced strong, significant effects over control at posttest. At follow-up, effect sizes were weaker but remained significant on calculations: g = 1.22. On other measures, follow-up g was 0.39-0.58. The effect of SSINT_I over SSINT_B, although not significant at posttest (g = 0.28), was statistically significant and large at follow-up (g = 0.65), in line with the cognitive science literature showing long-term advantages for interleaved instruction. Results suggest next-generation fraction intervention efficacy for intensive needs students and the importance of interleaved instruction. [This paper will be published in "Exceptional Children."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| رقم الانضمام: | ED623746 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |