同龄人可以帮助维持幼儿数学干预的积极影响吗?
Caroline Botvin1, Jade M Jenkins2, Robert C Carr3
1Teachers College, Columbia University, 525 W 120 St, New York, NY 10027.
Early childhood research quarterly
|March 20, 2024
概括
一年级的同学影响在早期干预后可能会略微提高数学技能. 然而,这些在课堂上的同行影响在维持学生的长期学习收益方面似乎是有限的.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 干预科学 干预科学
背景情况:
- 早期的数学干预旨在提高基础数学的技能.
- 了解同行环境对干预有效性的影响,对于优化教育策略至关重要.
- 需要长度研究来追踪干预和同行互动的持续影响.
研究的目的:
- 调查同行环境对学生在早期数学干预后的数学成绩的影响.
- 确定幼儿园和一年级高成绩或干预暴露同龄人的比例是否会影响学习成果.
- 在早期数学教育的背景下,研究同行特征和教学实践之间的关系.
主要方法:
- 利用来自集群随机对照试验 (cluster-RCT) 的纵向数据.
- 在幼儿园 (n=1,218) 和一年级 (n=1,126) 评估数学成绩.
- 分析了同龄人组成 (高成绩者的比例,干预治疗同龄人的比例) 对学生成果的影响.
主要成果:
- 接触在一年级接受数学干预的同龄人与数学成绩的小而显著的增长有关.
- 幼儿园接受治疗的同龄人的接触对数学成绩没有显著影响.
- 平均同龄人数学成绩与孩子自己的成绩存在普遍积极但不那么强烈的关联.
- 没有一致的证据将受治疗的同龄人比例与改善的教学实践联系起来.
结论:
- 课堂同行影响可能在维持早期数学干预的效果方面发挥有限的作用.
- 同龄人暴露的时间 (一年级与幼儿园) 似乎对于观察干预相关的同龄人影响至关重要.
- 需要进一步的研究才能充分理解同行动态和早期学术发展之间的复杂相互作用.
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