Implementing Inclusive Fraction Intervention Classwide
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 入组人数
- 2,210
- 试验地点
- 2
- 主要终点
- Change in Fraction Ordering Score
研究概览
简要总结
The main purpose of this study is to assess effects of a previously validated fraction intervention when it is conducted classwide on the fraction knowledge of fourth-grade students with and without math learning difficulties (MLD). The study population is 4th-grade students with MLD and without MLD. Teachers agree to be randomly assigned to two conditions. In one condition, teachers include classwide fraction intervention (CFI) in their standard math program. In the other condition, teachers conduct their standard math program without CFI. CFI is implemented 2 times per week for 20 weeks for about 30 minutes each time. Students in both conditions are tested before and after CFI ends.
详细描述
The study is conducted in the Metropolitan-Nashville Public Schools. Teachers decide if they want to participate. Parents of students in their classrooms decide if they want their children to participate in the study; participation means students complete the study's pretesting and posttesting, and teachers report their test scores on a school-collected measure. Students decide if they want to participate. Teachers complete a survey, report student scores on the school-collected measure, and are observed during CFI implementation.
Each CFI session comprises 3 segments. In Segment 1 (10-12 minutes), teachers conduct that day's CFI lesson. In Segment 2 (10-12 minutes), students work in pairs, taking turns being "coach" and "player" as they explain their thinking and solution strategies taught in that day's Segment 1. Students use CFI help cards to provide constructive feedback to each other. Segment 3 (5-7 minutes) is independent practice.
The primary end-points are students' posttest fraction ordering, fraction number line estimate, fraction calculations. Secondary end-points are students' performance on more distal fraction measures. Other measures are a teacher survey describing fractions instruction and reliance on CFI procedures and their perceptions of CFI's effectiveness and feasibility, as well as CFI adherence from audio recordings and live observations of teachers implementing CFI.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 8 Years 至 11 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •To enter the study, students must meet the following criteria. They must attend a Metropolitan-Nashville Public School whose principal has given permission for his/her school to participate and participate in a fourth-grade classroom whose teacher has agreed to let her/his students participate.
排除标准
- •We exclude students with identified intellectual disability from study data collection because CFI is not designed to meet the needs of this population. There are no other exclusions.
结局指标
主要结局
Change in Fraction Ordering Score
时间窗: Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.
In Fraction Ordering, students order 11 strings of 3 fractions to be ordered from least to greatest. The student's score is the change from pre-intervention to post-intervention in the number of correctly ordered strings.
Change in Fraction Number Line Estimation Score
时间窗: Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.
In Fraction Number Line Estimation, students place fractions on a 0-2 number line, presented via computer with labeled endpoints. Accuracy for each of the 20 items is the absolute value of the difference between actual and correct answer multiplied by 100. The student's score is the change from pre-intervention to post-intervention in average accuracy across all 20 items.
Change in Fraction Calculations Score
时间窗: Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.
In Fractions Calculations, students complete 25 fraction calculation problems with like and unlike denominators, with and without whole or mixed numbers. The student's score is the change from pre-intervention to post-intervention in the number of correct answers.
次要结局
- Change in Fraction Magnitude & Calculations in Context Score(Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.)
- Measures of Academic Progress (MAP)(Within six weeks of intervention completion)
- Change in Fraction Arithmetic Number Line Estimation Score(Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.)
- National Assessment of Educational Progress (NAEP) Released Fraction Items - Updated(Measurement will take place within three weeks after the end of intervention)
研究者
Doug Fuchs
Professor Special Education
Vanderbilt University