scholarly journals Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment

2021 ◽  
Author(s):  
Hans Bonesrønning ◽  
Henning Finseraas ◽  
Inés Hardoy ◽  
Jon Marius Vaag Iversen ◽  
Ole Henning Nyhus ◽  
...  
Keyword(s):  
Field Experiment ◽  
Small Group ◽  
Student Performance ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Early Grades ◽  
Randomized Field Experiment ◽  
Improve Student Performance

Self-Recording during Group Instruction: Effects on Attention to Task

1981 ◽  
Vol 4 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Daniel P. Hallahan ◽  
Kathleen J. Marshall ◽  
John Wills Lloyd
Keyword(s):  
Small Group ◽  
Oral Reading ◽  
Learning Disabled ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior ◽  
Procedural Components ◽  
Attention To Task

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers

2021 ◽  
pp. 105381512110520
Author(s):  
Jarrah Korba ◽  
Mary Louise Hemmeter ◽  
Adrienne K. Golden ◽  
Kate Nuhring
Keyword(s):  
Time Delay ◽  
Problem Solving ◽  
Small Group ◽  
Social Problem ◽  
Challenging Behavior ◽  
Social Problem Solving ◽  
Small Group Instruction ◽  
Probe Design ◽  
Group Instruction ◽  
Progressive Time Delay

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, “What could you do?” After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.

Providing Small Group Instruction to Children With Disabilities and Same-Age Peers

2019 ◽  
Vol 41 (3) ◽  
pp. 202-219
Author(s):  
Olivia Winstead ◽  
Justin D. Lane ◽  
Amy D. Spriggs ◽  
R. Allan Allday
Keyword(s):  
Small Group ◽  
Academic Failure ◽  
Severe Disabilities ◽  
Autism Spectrum ◽  
Small Group Instruction ◽  
Sight Words ◽  
Typical Development ◽  
Group Instruction ◽  
Academic Tasks ◽  
Moderate To Severe Disabilities

Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and those with typical social development, but at-risk for academic failure, to name sight words during small group instruction. In addition, children had multiple opportunities per session to provide tokens to peers, praise peers for correct responses, and initiate conversations and respond to a peer’s conversation initiations. Results indicated that children with and without disabilities can learn to name sight words, as well as learn to initiate conversation when tokens include pictures or photographs of each child’s preferred items or activities. Implications for teachers and future studies are provided.

scholarly journals Evaluating Student Performance on Computer-Based versus Handwritten Exams: Evidence from a Field Experiment in the Classroom

2019 ◽  
Vol 52 (4) ◽  
pp. 757-762
Author(s):  
Besir Ceka ◽  
Andrew J. O’Geen
Keyword(s):  
United States ◽  
Field Experiment ◽  
Student Performance ◽  
Research Methods ◽  
The United States ◽  
Methods Course ◽  
Relative Ease ◽  
Randomized Field Experiment ◽  
Course Management Software ◽  
Computer Based

ABSTRACTThe use of course-management software such as Blackboard, Moodle, and Canvas has become ubiquitous at all levels of education in the United States. A potentially useful feature of these products is the ability for instructors to administer assessments including quizzes and tests that are flexible, easy to customize, and quick and efficient to grade. Although computer-based assessments offer clear advantages, instructors might be concerned about their effect on student performance. This article evaluates whether student performance differs between handwritten and computer-based exams through a randomized field experiment conducted in a research methods course. Overall, our findings suggest a significant improvement in student performance on computer-based exams that is driven primarily by the relative ease of producing thorough responses on the computer versus by hand.

The Effects of Classwide Self-Assessment on Preschool Children's Engagement in Transition, Free Play and Small Group Instruction

1993 ◽  
Vol 4 (3) ◽  
pp. 162-181 ◽  
Author(s):  
Linda J. Miller ◽  
Phillip S. Strain ◽  
Kimberly Boyd ◽  
Janet Jarzynka ◽  
Mary McFetridge
Keyword(s):  
Small Group ◽  
Free Play ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Assessment
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