Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics
Identifieur interne : 001819 ( PascalFrancis/Corpus ); précédent : 001818; suivant : 001820Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics
Auteurs : Ida Jeltova ; Damian Birney ; Nancy Fredine ; Linda Jarvin ; Robert J. Sternberg ; Elena L. GrigorenkoSource :
- Journal of learning disabilities [ 0022-2194 ] ; 2011.
Descripteurs français
- Pascal (Inist)
English descriptors
- KwdEn :
Abstract
This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, I,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.
Notice en format standard (ISO 2709)
Pour connaître la documentation sur le format Inist Standard.
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Format Inist (serveur)
NO : | FRANCIS 12-0027355 INIST |
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ET : | Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics |
AU : | JELTOVA (Ida); BIRNEY (Damian); FREDINE (Nancy); JARVIN (Linda); STERNBERG (Robert J.); GRIGORENKO (Elena L.) |
AF : | City University of New York/New York, NY/Etats-Unis (1 aut.); University of New South Wales/Sydney/Australie (2 aut.); Dept. of Mental Health and Addiction Services, State of Connecticut/Hartford, CT/Etats-Unis (3 aut.); Tufts University/Medford, MA/Etats-Unis; Ecole Parsons à Paris / Paris College of Art/Paris/France (4 aut.); Oklahoma State University/Stillwater, OK/Etats-Unis (5 aut.); Yale University/New Haven, CT/Etats-Unis (6 aut.); Moscow State University/Moscow/Russie (6 aut.); Columbia University/New York, NY/Etats-Unis (6 aut.) |
DT : | Publication en série; Niveau analytique |
SO : | Journal of learning disabilities; ISSN 0022-2194; Coden JLDIAD; Etats-Unis; Da. 2011; Vol. 44; No. 4; Pp. 381-395; Bibl. 1 p.1/4 |
LA : | Anglais |
EA : | This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, I,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse. |
CC : | 770B11E |
FD : | Instruction; Evaluation; Réussite scolaire; Matière enseignée; Mathématiques; Pédagogie; Milieu scolaire; Intelligence; Etude longitudinale; Homme; Etudiant; Evaluation dynamique |
FG : | Cognition |
ED : | Instruction; Evaluation; Academic achievement; Thaught subject; Mathematics; Pedagogy; School environment; Intelligence; Follow up study; Human; Student |
EG : | Cognition |
SD : | Instrucción; Evaluación; Logro escolar; Tema enseñado; Matemáticas; Pedagogía; Medio escolar; Inteligencia; Estudio longitudinal; Hombre; Estudiante |
LO : | INIST-19151.354000190490720090 |
ID : | 12-0027355 |
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<front><div type="abstract" xml:lang="en">This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, I,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.</div>
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<server><NO>FRANCIS 12-0027355 INIST</NO>
<ET>Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics</ET>
<AU>JELTOVA (Ida); BIRNEY (Damian); FREDINE (Nancy); JARVIN (Linda); STERNBERG (Robert J.); GRIGORENKO (Elena L.)</AU>
<AF>City University of New York/New York, NY/Etats-Unis (1 aut.); University of New South Wales/Sydney/Australie (2 aut.); Dept. of Mental Health and Addiction Services, State of Connecticut/Hartford, CT/Etats-Unis (3 aut.); Tufts University/Medford, MA/Etats-Unis; Ecole Parsons à Paris / Paris College of Art/Paris/France (4 aut.); Oklahoma State University/Stillwater, OK/Etats-Unis (5 aut.); Yale University/New Haven, CT/Etats-Unis (6 aut.); Moscow State University/Moscow/Russie (6 aut.); Columbia University/New York, NY/Etats-Unis (6 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>Journal of learning disabilities; ISSN 0022-2194; Coden JLDIAD; Etats-Unis; Da. 2011; Vol. 44; No. 4; Pp. 381-395; Bibl. 1 p.1/4</SO>
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<EA>This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, I,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.</EA>
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