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Examining the Role of Executive Function as a Moderator of a Tier 2 First Grade Mathematics Intervention- [electronic resource]
Examining the Role of Executive Function as a Moderator of a Tier 2 First Grade Mathematics Intervention- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214095922
- ISBN
- 9798379956165
- DDC
- 370
- 서명/저자
- Examining the Role of Executive Function as a Moderator of a Tier 2 First Grade Mathematics Intervention - [electronic resource]
- 발행사항
- [S.l.]: : University of Oregon., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(84 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
- 주기사항
- Advisor: Clarke, Ben.
- 학위논문주기
- Thesis (Ph.D.)--University of Oregon, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Low mathematics achievement in the United States has led to the recent advances in the development and evaluation of Tier 2 mathematics interventions designed to close gaps in mathematics that exist at school entry and prevent these gaps from widening. Because Tier 2 mathematics interventions are generally effective for improving mathematics outcomes for most, but not all, at-risk students, recent research has been focused on understanding for whom these interventions are most effective by examining student-level variables that may impact intervention effectiveness. One cognitive variable of particular interest has been executive function (EF).Using extant data collected for the Fusion Efficacy Project (Clarke et al., 2015), this dissertation examined (1) whether there was differential response to the Fusion, a Tier 2 small-group first-grade mathematics intervention program, as a function of pre-intervention EF, measured by the Head Toes Knees Shoulders (HTKS) Task and (2) whether these differential effects varied by group size. Participants included first-grade students (n = 459) within classrooms (n = 53) randomly assigned to one of two treatment conditions (a small group of two or five students) or the business-as-usual control condition. Proximal and distal mathematics outcome measures were collected at pretest and posttest. Results of the moderation analyses indicated that, compared to the mathematics gains of students in the control condition, gains in mathematics of students in the intervention condition did not differ as a function of pre-intervention EF. However, moderation analyses did reveal a differential response based on group size for one of the four mathematics outcome measures, such that students with lower initial EF gained greater benefit from the intervention delivered in the smaller group (2:1) compared to the larger group (5:1). Results are discussed in the context of implications for future research and practice.
- 일반주제명
- Education.
- 일반주제명
- Mathematics education.
- 일반주제명
- Special education.
- 키워드
- First-grade
- 키워드
- United States
- 기타저자
- University of Oregon Department of Special Education and Clinical Sciences
- 기본자료저록
- Dissertations Abstracts International. 85-02A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■007cr#unu||||||||
■020 ▼a9798379956165
■035 ▼a(MiAaPQ)AAI29253326
■040 ▼aMiAaPQ▼cMiAaPQ
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■1001 ▼aHeller, Nicole A.▼0(orcid)0000-0003-1335-0272
■24510▼aExamining the Role of Executive Function as a Moderator of a Tier 2 First Grade Mathematics Intervention▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Oregon. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(84 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: A.
■500 ▼aAdvisor: Clarke, Ben.
■5021 ▼aThesis (Ph.D.)--University of Oregon, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aLow mathematics achievement in the United States has led to the recent advances in the development and evaluation of Tier 2 mathematics interventions designed to close gaps in mathematics that exist at school entry and prevent these gaps from widening. Because Tier 2 mathematics interventions are generally effective for improving mathematics outcomes for most, but not all, at-risk students, recent research has been focused on understanding for whom these interventions are most effective by examining student-level variables that may impact intervention effectiveness. One cognitive variable of particular interest has been executive function (EF).Using extant data collected for the Fusion Efficacy Project (Clarke et al., 2015), this dissertation examined (1) whether there was differential response to the Fusion, a Tier 2 small-group first-grade mathematics intervention program, as a function of pre-intervention EF, measured by the Head Toes Knees Shoulders (HTKS) Task and (2) whether these differential effects varied by group size. Participants included first-grade students (n = 459) within classrooms (n = 53) randomly assigned to one of two treatment conditions (a small group of two or five students) or the business-as-usual control condition. Proximal and distal mathematics outcome measures were collected at pretest and posttest. Results of the moderation analyses indicated that, compared to the mathematics gains of students in the control condition, gains in mathematics of students in the intervention condition did not differ as a function of pre-intervention EF. However, moderation analyses did reveal a differential response based on group size for one of the four mathematics outcome measures, such that students with lower initial EF gained greater benefit from the intervention delivered in the smaller group (2:1) compared to the larger group (5:1). Results are discussed in the context of implications for future research and practice.
■590 ▼aSchool code: 0171.
■650 4▼aEducation.
■650 4▼aMathematics education.
■650 4▼aSpecial education.
■653 ▼aFirst-grade
■653 ▼aMathematics difficulties
■653 ▼aMathematics intervention
■653 ▼aExecutive function
■653 ▼aUnited States
■690 ▼a0515
■690 ▼a0280
■690 ▼a0529
■71020▼aUniversity of Oregon▼bDepartment of Special Education and Clinical Sciences.
■7730 ▼tDissertations Abstracts International▼g85-02A.
■773 ▼tDissertation Abstract International
■790 ▼a0171
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16931124▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
