The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students

2013 ◽  
Vol 44 (3) ◽  
pp. 478-509 ◽  
Author(s):  
M. Katherine Gavin ◽  
Tutita M. Casa ◽  
Jill L. Adelson ◽  
Janine M. Firmender
Keyword(s):  
Field Test ◽  
Hierarchical Linear Modeling ◽  
Effect Size ◽  
Comparison Group ◽  
Response Assessment ◽  
Linear Modeling ◽  
Large Effect Size ◽  
Measurement Units ◽  
The Impact ◽  
Experimental Group

The primary goal of Project M2 was to develop and field–test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open–response assessment. Hierarchical linear modeling indicated no significant differences between the experimental (n = 193) and comparison group (n = 192) on the ITBS (84% of items focused on number); thus, mathematics concepts were not negatively impacted by this 12–week study of geometry and measurement. Statistically significant differences (p < .001) with a large effect size (d = 0.89) favored the experimental group on the open–response assessment. Thus, the experimental group exhibited a deeper understanding of geometry and measurement concepts as measured by the open–response assessment while still performing as well on a traditional measure covering all mathematics content.

Kindergarteners’ Achievement on Geometry and Measurement Units That Incorporate a Gifted Education Approach

2016 ◽  
Vol 61 (1) ◽  
pp. 52-72 ◽  
Author(s):  
Tutita M. Casa ◽  
Janine M. Firmender ◽  
M. Katherine Gavin ◽  
Susan R. Carroll
Keyword(s):  
Hierarchical Linear Modeling ◽  
Gifted Education ◽  
Mathematics Curriculum ◽  
Intervention Group ◽  
Opportunity To Learn ◽  
Response Assessment ◽  
Linear Modeling ◽  
Primary Level ◽  
Comparison Groups ◽  
Measurement Units

This research responds to the call by early childhood educators advocating for more challenging mathematics curriculum at the primary level. The kindergarten Project M2 units focus on challenging geometry and measurement concepts by positioning students as practicing mathematicians. The research reported herein highlights the features of the kindergarten units and reports on student achievement, including the differences between the intervention and comparison groups. Hierarchical linear modeling results indicate that students in the intervention group ( n = 210) outperformed those in the comparison group ( n = 196) on the Iowa Tests of Basic Skills Mathematics subscale ( p < .01; d = 0.25), and an open-response assessment ( p < .001; d = 2.68) encompassing performance-based, verbal, and written components. These results suggest that kindergarteners can achieve at high levels of mathematical understanding when given the opportunity to learn from more challenging curriculum.

scholarly journals Rhythmic Features of Movement Synchrony for Bonding Individuals in Dyadic Interaction

2019 ◽  
Vol 44 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Ken Fujiwara ◽  
Masanori Kimura ◽  
Ikuo Daibo
Keyword(s):  
Hierarchical Linear Modeling ◽  
Dyadic Interaction ◽  
Wavelet Coherence ◽  
Linear Modeling ◽  
Theoretical Contribution ◽  
Bonding Effect ◽  
Slow Tempo ◽  
Movement Synchrony ◽  
The Impact

Abstract This study examined ways in which rhythmic features of movement contribute to bonding between individuals. Though previous studies have described synchrony as a form of social glue, this research extends those findings to consider the impact of fast versus slow tempo on movement synchrony. This two-part experiment examined dyadic interactions as they occurred between same-sex strangers (Study 1) and friends (Study 2). Participants were video-recorded as they engaged in 5- or 6-min chats, and synchrony was evaluated using wavelet transform via calculations of cross-wavelet coherence. Study 1 employed regression commonality analysis and hierarchical linear modeling and found that among various frequency bands, rapport between individuals was positively associated with synchrony under 0.025 Hz (i.e., slower than once every 40 s) and 0.5–1.5 Hz (i.e., once every 0.67–2 s). On the contrary, Study 2 determined that synchrony of 0.5–1.5 Hz was not impactful among friend dyads and only predictive of the motivation to cultivate a friendly relationship during interactions with strangers. These results indicate the existence of a distinctive rhythm for bonding individuals, and the role of pre-existing friendship as a moderator of the bonding effect of synchrony. However, the role of relative phase (i.e., timing of movement; same versus opposite timing) remains unclear, as the ratio of in- and anti-phase patterning had no significant influence on perceived rapport and motivation to develop relationships. On the basis of the research results, a theoretical contribution is proposed to the study of interpersonal coordination.

Knowledge Sharing, Organizational Climate, and Innovative Behavior: A Cross-Level Analysis of Effects

2013 ◽  
Vol 41 (1) ◽  
pp. 143-156 ◽  
Author(s):  
Chien Yu ◽  
Tsai-Fang Yu ◽  
Chin-Cheh Yu
Keyword(s):  
Organizational Climate ◽  
Knowledge Sharing ◽  
Hierarchical Linear Modeling ◽  
Organizational Innovation ◽  
Positive Association ◽  
Innovative Behavior ◽  
Linear Modeling ◽  
Individual Level ◽  
Innovation Climate ◽  
The Impact

We investigated individual-level knowledge sharing and innovative behavior of employees, organizational innovation climate, and interactions between the individual level of knowledge sharing and the climate of innovation within the organization as a whole. Employees of public corporations in the Taiwanese finance and insurance industries participated in this study. Hierarchical linear modeling (HLM) indicated a positive association between knowledge sharing and innovative behavior and a positive association between organizational innovation climate and innovative behavior. According to the results of HLM organizational innovation climate did not act as a moderator on the impact of knowledge sharing on innovative behavior.

The effectiveness of a training program using communicative theory in developing some concepts of Web 3 for educational technology specialists.

2021 ◽  
pp. 68-96
Author(s):  
سيد طنطاوي
Keyword(s):  
Training Program ◽  
Effect Size ◽  
Education Technology ◽  
Large Effect Size ◽  
Significant Difference ◽  
Independent Variable ◽  
Communicative Theory ◽  
The Impact ◽  
Technology Specialists ◽  
Technology Specialist

The aim of this research is to develop some concepts of web3 for the education technology specialist, to present a proposed training program for web3 technology, to define the concepts and technology of web3. There is a statistically significant difference at the level (0.05) between the average scores of education technology specialists in the pre and post applications to test the web3.0 concepts in favor of the post application. In light of the significance of the differences using the "T" tests, the square of ETA (2η) was calculated using the equation Eta square (2 η) to find the magnitude of the effect of the independent variable (training program) in the dependent variable (development of web3.0 concepts), and by calculating the value of the square of ETA (2)) (Al-Amiri, 2006, 233), reached (0.98), which indicates that the training program has a significant impact on the acquisition of some concepts of web3.0, where this value shows that the training program contributed (98%) of the total variance In developing these concepts,It is a large percentage indicating the effectiveness of the training program in developing web3.0 concepts for the target research sample, which is the education technology specialist (if the effect size = 0.2 is the effect is weak, and if the impact size = 0.5, the effect is moderate, and if the impact size is = 0.8 The effect is significant), (Asr, 2003). From the above it is clear that the training program contributed to the development of the targeted web3.0 concepts for education technology specialists, as it found a difference between the median of the pre and post applications to test the concepts of the web3.0 in favor of the post application at the research group, which averaged (51,85) compared to (16) , 75) for pre-application, with a large effect size of (0.98) according to the ETA square measure (2η) of the effect size.

scholarly journals The Impact of Interactive Science Shows on Student’s Learning Achievement on Fire and Pressure Science Concept for 9th Grader in Brunei

2020 ◽  
Vol 9 (3) ◽  
pp. 294-308
Author(s):  
N. Karim ◽  
R. Roslan
Keyword(s):  
Effect Size ◽  
Science Learning ◽  
Structured Interview ◽  
Science Content ◽  
Science Concept ◽  
Large Effect Size ◽  
Learning Achievement ◽  
Development Framework ◽  
The Impact ◽  
Science Show

Informal science learning (ISL) has shown a considerable amount of recognition to the enrichment of science learning. The purpose of this study is to investigate one form of ISL that is on-stage shows also known as science shows to enhance students’ achievement on fire and pressure science concepts and to investigate whether science shows could engage students in science learning. Two science shows were conducted in this study with demonstration characteristics identified as CHAMP merged with the science content development framework for science shows practised by OGDC. In the attempt to identify whether the students learning achievement on fire and pressure science concept were enhanced, experimental design research consisting of a quantitative approach using pretest and posttest achievement tests were utilized. It is followed by BERI protocol to measure the behavioral engagement of students on science show and qualitative approach using structured interviews to elicit students’ insights on the shows. Pretest and posttest scores of the participating students were obtained and analyzed using the Wilcoxon Signed Ranked test. The test revealed a statistically significant increase in scores following participation in the pressure and fire shows, Z= -3.562, p <.001, with a large effect size (r = 0.611) and Z= -3.624, p <.001, with a large effect size (r = 0.622) respectively. Structured interview transcripts (transcribed verbatim) were obtained from six selected students that participated in the experiment whereby two themes were derived, namely; knowledge gained by students and delivery of science show. The statistical and qualitative findings from the study indicated promising evidence that science shows do support students’ achievement on fire and pressure concepts as well as engaging them in learning science.

Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings

2020 ◽  
pp. 000283122092963
Author(s):  
Nell K. Duke ◽  
Anne-Lise Halvorsen ◽  
Stephanie L. Strachan ◽  
Jihyun Kim ◽  
Spyros Konstantopoulos
Keyword(s):  
Social Studies ◽  
Low Socioeconomic Status ◽  
Comparison Group ◽  
Controlled Trial ◽  
Project Based Learning ◽  
Learning Session ◽  
Target Number ◽  
Cluster Randomized ◽  
The Impact ◽  
Experimental Group

This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units designed to address nearly all social studies and some literacy standards. Comparison group teachers were asked to teach social studies as they normally would except to teach a target number of lessons. The experimental group showed higher growth in social studies and informational reading but not writing or motivation. Greater consistency with project-based learning session plans was associated with higher growth in writing, motivation, and reading.

The impact of life review on depression in older adults: a randomized controlled trial

2010 ◽  
Vol 22 (4) ◽  
pp. 572-581 ◽  
Author(s):  
Anne Margriet Pot ◽  
Ernst T. Bohlmeijer ◽  
Simone Onrust ◽  
Anne-Sophie Melenhorst ◽  
Marjolein Veerbeek ◽  
...  
Keyword(s):  
Older Adults ◽  
Randomized Controlled Trial ◽  
Depressive Symptoms ◽  
Effect Size ◽  
Comparison Group ◽  
Controlled Trial ◽  
Life Review ◽  
Group Effect ◽  
Randomized Controlled ◽  
The Impact

ABSTRACTBackground: We developed an indicated preventive life-review course, “Looking for Meaning”, based on the assumption that reminiscence styles influence coping with depressive symptoms. This study describes the impact of this course in a pragmatic randomized controlled trial.Methods: Inclusion criteria were >50 years, a score of 5 or higher on the Center for Epidemiological Studies Depression Scale (CES-D), and no depressive disorder or psychotropic or psychological treatment. Participants were randomized and stratified by gender: the experimental group (N = 83) was offered the course and the comparison group (N = 88) a movie. There were three measurements: pre-treatment, post-treatment and 6 months after post-treatment. Depressive symptoms constituted the primary outcome. Secondary outcomes were anxiety symptoms, satisfaction with life, mastery and reminiscence styles. All analyses were conducted according to the intention-to-treat principle. Missing values were replaced by regression imputation.Results: The course reduced depressive symptoms, a decrease that was retained during follow-up. A significant between-group effect size was found (d = 0.58). There was also a reduction in symptoms of anxiety; however, the comparison group showed the same reduction, resulting in a small between-group effect size. Gender and level of depressive symptoms were found to be prognostic factors for the change in depressive symptoms; age was not. Post hoc analyses showed significant between-group effect sizes for females and those with a score above the cut-off of the CES-D.Conclusion: The course “Looking for Meaning” can be recommended for people aged over 50 years, females and older adults with a clinically relevant level of depressive symptoms (above cut-off) in particular.

Converting service encounters into cross-selling opportunities

2015 ◽  
Vol 49 (3/4) ◽  
pp. 491-511 ◽  
Author(s):  
Ting Yu ◽  
Paul Patterson ◽  
Ko de Ruyter
Keyword(s):  
Goal Orientation ◽  
Hierarchical Linear Modeling ◽  
Positive Impact ◽  
Positive Influence ◽  
Linear Modeling ◽  
Research Issues ◽  
Content Type ◽  
Joint Influence ◽  
The Impact ◽  
A Performance

Purpose – This paper aims to examine how the motivation and ability of individual employees to sell influences their units’ capability to align their service delivery with sales in a way that satisfies customers. It also addresses the potential influence of employees’ confidence in their supervisor’s ability to sell, such that they predict a joint influence of personal and proxy agency. Design/methodology/approach – This study uses hierarchical linear modeling to address the research issues. Findings – Employees’ learning orientation has a positive influence on service-sales ambidexterity, but the impact of a performance-avoidance goal orientation is negative, and a performance-prove orientation has no influence. Proxy efficacy enhances the positive impact of learning orientations due to the manager’s ability to lead by example, facilitate knowledge sharing and provide advice. However, it attenuates the impact of self-efficacy on service-sales ambidexterity, because skilled supervisors tend to take over and eliminate opportunities for employees to build their own skills. It also confirms the positive influence of service-sales ambidexterity on branch performance. Originality/value – To examine the emerging service-sales ambidexterity issues raised in frontline service units, this study adopts a motivation and capability paradigm. It is among the first studies to address service-sales ambidexterity issues by considering both individual and branch contextual factors.

scholarly journals The Impact of Ignoring a Crossed Factor in Cross-Classified Multilevel Modeling

2021 ◽  
Vol 12 ◽  
Author(s):  
Soyoung Kim ◽  
Yoonhwa Jeong ◽  
Sehee Hong
Keyword(s):  
Random Effects ◽  
Hierarchical Linear Modeling ◽  
Fixed Effects ◽  
Random Effect ◽  
Information Criteria ◽  
Linear Modeling ◽  
Random Effect Modeling ◽  
Error Bias ◽  
The Impact ◽  
Level 2

The present study investigated estimate biases in cross-classified random effect modeling (CCREM) and hierarchical linear modeling (HLM) when ignoring a crossed factor in CCREM considering the impact of the feeder and the magnitude of coefficients. There were six simulation factors: the magnitude of coefficient, the correlation between the level 2 residuals, the number of groups, the average number of individuals sampled from each group, the intra-unit correlation coefficient, and the number of feeders. The targeted interests of the coefficients were four fixed effects and two random effects. The results showed that ignoring a crossed factor in cross-classified data causes a parameter bias for the random effects of level 2 predictors and a standard error bias for the fixed effects of intercepts, level 1 predictors, and level 2 predictors. Bayesian information criteria generally outperformed Akaike information criteria in detecting the correct model.

The Impact of Neighborhood Characteristics on Housing Prices-An Application of Hierarchical Linear Modeling

2012 ◽  
Vol 1 (2) ◽  
pp. 31-44
Author(s):  
Lee Chun Chang ◽  
Hui-Yu Lin
Keyword(s):  
Empirical Study ◽  
Hierarchical Linear Modeling ◽  
House Prices ◽  
Housing Prices ◽  
Neighborhood Characteristics ◽  
Linear Modeling ◽  
Hierarchical Linear Modelling ◽  
Neighborhood Characteristic ◽  
Linear Modelling ◽  
The Impact

Housing data are of a nested nature as houses are nested in a village, a town, or a county. This study thus applies HLM (hierarchical linear modelling) in an empirical study by adding neighborhood characteristic variables into the model for consideration. Using the housing data of 31 neighborhoods in the Taipei area as analysis samples and three HLM sub-models, this study discusses the impact of neighborhood characteristics on house prices. The empirical results indicate that the impact of various neighborhood characteristics on average housing prices is different and that the impact of house characteristics on house prices is also moderated by neighborhood characteristics.

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