Abstract
This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a multicomponent intervention that emphasizes the mathematical structure of problems through the use of schematic diagrams and incorporates problem solving and metacognitive strategy instruction. Results indicated that both experienced- and novice-teacher implementers delivered SBI with similar levels of fidelity; there was no SBI experience effect on the immediate and 10-week retention tests of proportional problem-solving, on a general measure of problem solving, or on the end of the year state mathematics achievement test. These results provide evidence that the effectiveness of SBI generalizes over time to different cohorts of teachers and that the impact of SBI on student mathematics outcomes is maintained over time without additional PD.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 53-64 |
| Number of pages | 12 |
| Journal | Learning and Instruction |
| Volume | 44 |
| DOIs | |
| State | Published - Aug 1 2016 |
Bibliographical note
Funding Information:The research reported here was supported by the Institute of Education Sciences , U.S. Department of Education , through Grant # R305A110358 . The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education. We gratefully acknowledge the efforts of all teachers and students throughout Minnesota who participated in the study.
Publisher Copyright:
© 2016 Elsevier Ltd.
Keywords
- Experienced and novice implementers
- Proportional problem solving
- Schema-based instruction
- Seventh-grade students