Fadeout in an early mathematics intervention: Constraining content or preexisting differences?
Fadeout in an early mathematics intervention: Constraining content or preexisting differences?
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DOI：
10.1037/dev0000188
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发表时间：
2016-09
影响因子：
4
通讯作者：
Sarama, Julie S.
中科院分区：
文献类型：
--
作者：
Bailey, Drew H.;Nguyen, Tutrang;Jenkins, Jade Marcus;Domina, Thurston;Clements, Douglas H.;Sarama, Julie S.
在对幼儿教育干预的研究中，一个强有力的发现是，治疗效果随着时间的推移而减弱，没有接受干预的儿童最终会赶上接受干预的儿童。对于早期数学干预的淡出，一个流行的解释是，小学教师可能不会教孩子们在接受干预后准备的那种高级内容，因此早期数学干预控制组中成绩较低的孩子赶上了治疗组中成绩较高的孩子。另一种解释是，儿童长期数学发展中持续存在的个体差异更多地来自他们技能和环境中相对稳定的预先存在的差异，而不是先前知识对后来知识的直接影响。我们测试了这两个假设使用的数据，从一个有效的学前数学干预，以前已知的显示随着时间的推移，治疗效果递减。我们比较了干预组与对照组的一个匹配子集，在治疗结束时具有相似的平均值和方差。然后，我们测试了同样限制治疗组和对照组儿童学习的因素的相对贡献，这些因素具有相同的治疗后成就水平，并且这两组之间存在差异，随着时间的推移，治疗效果逐渐消失。我们发现，大约72%的淡出效应归因于治疗组和对照组儿童之间预先存在的差异，这些儿童在后测试中具有相同的成就水平。这些差异在统计学上完全被儿童先前的学业成绩所削弱。
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children’s long-term mathematical development result more from relatively stable pre-existing differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these two hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of post-treatment achievement and pre-existing differences between these two groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to pre-existing differences between children in treatment and control groups with the same level of achievement at post-test. These differences were fully statistically attenuated by children’s prior academic achievement.
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