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Trynke Keuning Marieke van Geel Adrie Visscher Jean‐Paul Fox 《Journal of Educational Measurement》2019,56(4):757-792
Data‐based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single‐subject design was used to measure effects of a 2‐year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools’ student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low‐SES students and low‐SES schools benefitted most from the intervention for mathematics. 相似文献
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The purpose of the present study was to explore Dutch spelling development throughout the elementary grades. Two issues were considered (a) dimensional structure over time, and (b) rate of change. Whether the rate of change differs depending on gender, ethnicity, or word reading skill was examined in particular. A pseudolongitudinal dataset with the responses of more than 1300 children to five different sets of 120 spelling items was analyzed. Factor analyses showed that spelling ability can be conceived as a unidimensional ability for grades 2 through 6. This result was then confirmed by the results of analyses from the perspective of Item Response Theory although the children showed a tendency to master specific types of spelling problems during different – partially overlapping – periods in their development. Structural analyses further showed the children's spelling ability to systematically increase from the beginning of second grade through to the end of sixth grade. Whereas word reading skill level was an important predictor of spelling growth, gender and ethnicity did not have a significant influence. 相似文献
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Frerejean Jimmy van Geel Marieke Keuning Trynke Dolmans Diana van Merriënboer Jeroen J. G. Visscher Adrie J. 《Instructional Science》2021,49(3):395-418
Instructional Science - This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to... 相似文献
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