Investigating the Generalizability of Schema-Based Instruction Focused on Proportional Reasoning: A Multi-State Study

Asha K. Jitendra; Michael R. Harwell; Stacy R. Karl; Soo hyun Im; Susan C. Slater

doi:10.1080/00220973.2020.1751580

Investigating the Generalizability of Schema-Based Instruction Focused on Proportional Reasoning: A Multi-State Study

Asha K. Jitendra, Michael R. Harwell, Stacy R. Karl, Soo hyun Im, Susan C. Slater

Educational Psychology

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

This study used integrative data analysis (Curran & Hussong, 2009), which allows combining data from different studies, to examine the generalizability of a research-based mathematics program, schema-based instruction (SBI), with a focus on proportional reasoning. Data were pooled from existing SBI studies spanning three U.S. states in which teachers and their classrooms were randomly assigned to either a SBI or control condition. Results of a series of multilevel (i.e., two-level, students within teachers) models indicated the effectiveness of SBI in improving students’ mathematical problem-solving performance. The pooled data findings clarify that SBI improves students’ mathematical problem solving more so for proximal than distal measures. These findings also show Black and Hispanic students continue to lag behind White students, that teachers with more experience tend to be associated with higher performing classrooms, and that increasing concentrations of students eligible for free or reduced price lunch and students receiving special education services are generally associated with weaker performances. Implications of these findings are discussed.

Original language	English (US)
Pages (from-to)	587-604
Number of pages	18
Journal	Journal of Experimental Education
Volume	89
Issue number	4
DOIs	https://doi.org/10.1080/00220973.2020.1751580
State	Published - May 7 2020

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. The first author is the primary author of the schema-based instruction program, which was unpublished at the time these studies were conducted. However, to ensure objectivity of findings, all scoring, entry and data analysis were conducted by research assistants and the methodologist, who do not have any interests that might be interpreted as influencing the research. The research assistants and methodologist independently reviewed the manuscript to ensure data analysis, findings, discussion, and interpretations were appropriate, accurate, and objective.

Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.

Keywords

Proportional reasoning
integrative data analysis
middle school
schema-based instruction

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/00220973.2020.1751580

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abstract = "This study used integrative data analysis (Curran & Hussong, 2009), which allows combining data from different studies, to examine the generalizability of a research-based mathematics program, schema-based instruction (SBI), with a focus on proportional reasoning. Data were pooled from existing SBI studies spanning three U.S. states in which teachers and their classrooms were randomly assigned to either a SBI or control condition. Results of a series of multilevel (i.e., two-level, students within teachers) models indicated the effectiveness of SBI in improving students{\textquoteright} mathematical problem-solving performance. The pooled data findings clarify that SBI improves students{\textquoteright} mathematical problem solving more so for proximal than distal measures. These findings also show Black and Hispanic students continue to lag behind White students, that teachers with more experience tend to be associated with higher performing classrooms, and that increasing concentrations of students eligible for free or reduced price lunch and students receiving special education services are generally associated with weaker performances. Implications of these findings are discussed.",

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Investigating the Generalizability of Schema-Based Instruction Focused on Proportional Reasoning: A Multi-State Study

Abstract

Bibliographical note

Keywords

UN SDGs

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