دورية أكاديمية
Examining the Relations between Interventionists' Use of Classroom Management and Student Mathematics Gains within a Tier 2 Kindergarten Mathematics Intervention
| العنوان: | Examining the Relations between Interventionists' Use of Classroom Management and Student Mathematics Gains within a Tier 2 Kindergarten Mathematics Intervention |
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| اللغة: | English |
| المؤلفون: | Jessica Turtura (ORCID |
| المصدر: | Psychology in the Schools. 2024 61(6):2508-2528. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| 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 |
| Descriptors: | Kindergarten, Mathematics Instruction, Intervention, Classroom Techniques, Mathematics Achievement, Paraprofessional School Personnel, Teaching Methods, Achievement Gains, Instructional Effectiveness, Correlation, Evidence Based Practice, Numeracy, Faculty Development, Coaching (Performance), Mathematics Tests |
| مصطلحات جغرافية: | Oregon, Massachusetts |
| DOI: | 10.1002/pits.23177 |
| تدمد: | 0033-3085 1520-6807 |
| مستخلص: | Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of ROOTS, a validated Tier 2 kindergarten mathematics intervention taught by paraprofessionals. Results show that the quality of classroom management within the ROOTS intervention predicted gains in student mathematics achievement from pretest to posttest. These findings have critical implications for practitioners, including the importance of integrating effective classroom management techniques into Tier 2 mathematics intervention groups and supporting paraprofessionals' knowledge and use of effective classroom management. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1423097 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0033-3085 1520-6807 |
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| DOI: | 10.1002/pits.23177 |