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The effects of deeper learning opportunities on student achievement: Examining differential pathways
Erin Ottmar 《Psychology in the schools》2019,56(5):840-855
This study investigates relations between cognitive, interpersonal, and intrapersonal opportunities, noncognitive outcomes, and student achievement in 1,096 students from 20 high schools (10 Deeper Learning [DL] network, 10 control) who participated in the Study of DL (SDL). DL is an umbrella term used to encompass the cognitive, interpersonal, and intrapersonal skills and knowledge that students need to be successful in school and the workforce. Structural equation modeling (SEM) was used to test a theoretical model that hypothesizes plausible pathways between DL opportunities to interpersonal, intrapersonal, and cognitive outcomes. Further, a multigroup structural equation modeling examined differences in these relations between DL and matched nonnetwork schools. Cognitive and intrapersonal opportunities were related to both interpersonal and intrapersonal outcomes. Further, cognitive opportunities were indirectly related to student achievement through interpersonal outcomes. Similar patterns of relations were found in DL and control schools. This study helps to build a stronger understanding of how types of DL opportunities and strategies can best develop the complex skills that students need to be successful in school and can also be used to inform future intervention designs and research studies. 相似文献
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Erin R. Ottmar Lauren E. Decker Claire E. Cameron Timothy W. Curby Sara E. Rimm-Kaufman 《Learning Environments Research》2014,17(2):243-262
This study examined the quality of teacher–child interactions and exposure to mathematics instruction as predictors of 5th grade student’s mathematics achievement. The sample was a subset of the children involved in the NICHD–SECC longitudinal study (N = 657). Results indicate that, even after controlling for student demographic characteristics, more exposure to mathematics instruction was related to increased fifth grade mathematics achievement for both calculations and applied problems assessments, but there was no main effect for improved instructional quality. Findings also indicate that, in classrooms where lower instructional quality was observed, greater exposure to mathematics instruction predicted improved mathematics achievement. Findings are discussed in terms of differing aspects of mathematics instruction and the possible compensatory role of exposure to instruction in classrooms of lower quality. 相似文献
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Roman Kaspar Ottmar Döring Eveline Wittmann Johannes Hartig Ulrike Weyland Annette Nauerth Michaela Möllers Simone Rechenbach Julia Simon Iberé Worofka 《Vocations and Learning》2016,9(2):185-206
Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program. 相似文献
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Hulse Taylyn Daigle Maria Manzo Daniel Braith Lindsay Harrison Avery Ottmar Erin 《Educational technology research and development : ETR & D》2019,67(2):423-441
Educational technology research and development - This paper examines whether using From Here to There! (FH2T:E), a dynamic game-based mathematics learning technology relates to improved early... 相似文献
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Learning algebra is difficult for many students in part because of an emphasis on the memorization of abstract rules. Algebraic reasoners across expertise levels often rely on perceptual-motor strategies to make these rules meaningful and memorable. However, in many cases, rules are provided as patterns to be memorized verbally, with little overt perceptual support. Although most work on concreteness focuses on conceptual support through examples or analogies, here we consider notational concreteness—perceptual-motor supports that provide access into the dynamic structure of a representation itself. We hypothesize that perceptual support may be maximally beneficial as an initial scaffold to learning so that later static symbol use may be interpreted using a dynamic perspective. This hypothesis meshes with other findings using concrete analogies or examples, which often find that fading these supports over time leads to stronger learning outcomes. In an experiment exploring this hypothesis, we compared gains from the fading out of dynamic concrete physical motion of symbols during instruction with the introduction of motion over the course of instruction. In line with our theoretical perspective, concreteness fading led to significantly better achievement than concreteness introduction after Day 2 of the intervention. 相似文献
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Erin R. Ottmar Timothy R. Konold Robert Q. Berry David W. Grissmer Claire E. Cameron 《Learning Environments Research》2014,17(1):127-138
Psychometric properties of 24 items from the fifth grade Early Childhood Longitudinal Study-Kindergarten Cohort Mathematics Teacher Questionnaire were investigated in a sample of 5,181 participants. These items asked teachers to report how often they had their classroom students engage in different mathematics content, skills and instructional practices. Exploratory factor analyses were employed to evaluate the underlying factor structure of the selected items. Results suggest that these items effectively measure three distinct latent constructs that are specific to mathematics instruction: Instructional Practices for Teaching Mathematics, Developing Number Sense, and Beyond Number Sense. These results support the use of this instrument as a guide for research and policy, or to inform teacher curriculum decisions. 相似文献
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Lee Ji-Eun Chan Jenny Yun-Chen Botelho Anthony Ottmar Erin 《Educational technology research and development : ETR & D》2022,70(5):1575-1599
Educational technology research and development - Online educational games have been widely used to support students’ mathematics learning. However, their effects largely depend on... 相似文献
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Temple A. Walkowiak Robert Q. Berry J. Patrick Meyer Sara E. Rimm-Kaufman Erin R. Ottmar 《Educational Studies in Mathematics》2014,85(1):109-128
The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in recent conceptualizations by researchers and in the context of existing observational measures. Second, we present three sources of validity evidence: content review by experts, analysis of response processes of coders, and convergent and discriminant patterns with existing observational measures. Third, we provide evidence of inter-coder (or inter-rater) reliability through analyses of variance components and calculation of reliability coefficients, using the framework of generalizability theory. Results show the M-Scan holds promise as a useful tool in mathematics education research, measuring indicators of standards-based teaching practices unique to the subject of mathematics. 相似文献
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Jenny Yun-Chen Chan Chloe Byrne Janette Jerusal Allison S. Liu Justin Roberts Erin Ottmar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):943-966
Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.
Practitioner notes
What is already known about this topic- DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
- Students who solve more problems within math games tend to show higher performance after gameplay.
- Students' engagement with mathematics is often related to their prior math performance.
- For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
- Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
- Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.
- DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
- DragonBox 12+ can engage students with mathematics across achievement levels.
- Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.
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