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  1. Small group instruction to improve student performance in mathematics in early grades
    results from a randomized field experiment
    Autor*in: Bonesrønning, Hans; Finseraas, Henning; Hardoy, Inés; Iversen, Jon Marius Vaag; Nyhus, Ole Henning; Opheim, Vibeke; Salvanes, Kari Vea; Sandsør, Astrid Marie Jorde; Schøne, Pål
    Erschienen: November 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We report results from a large-scale, pre-registered randomized field experiment in 159 Norwegian schools over four years. The intervention includes students aged 7-9 and consists of pulling students from their regular mathematics classes into small,... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    We report results from a large-scale, pre-registered randomized field experiment in 159 Norwegian schools over four years. The intervention includes students aged 7-9 and consists of pulling students from their regular mathematics classes into small, homogenous groups for mathematics instruction for 3 to 4 hours per week, for two periods of 4-6 weeks per school year. All students, not only struggling students, are pulled out. We find that students in treatment schools increased their performance in mathematics by .16 standard deviations at the end of the school year and by .06 standard deviations in national tests 1-2 years later, with no differential effect by pre-ability level or gender. Our study is particularly relevant for policy-makers seeking to use additional teaching resources to target a heterogeneous student population efficiently.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/248988
    Schriftenreihe: CESifo working paper ; no. 9443 (2021)
    Schlagworte: education economics; small group instruction; tutoring; tracking; class size; field experiment; intervention; randomized controlled trial; teacher-student ratio; mathematics instruction
    Umfang: 1 Online-Ressource (circa 30 Seiten), Illustrationen
  2. Sustained effects of small-group instruction in mathematics
    Autor*in: Finseraas, Henning; Nyhus, Ole Henning; Salvanes, Kari Vea; Sandsør, Astrid Marie Jorde
    Erschienen: March 2024
    Verlag:  CESifo, Munich, Germany

    Recent research suggests that using additional teachers to provide small-group instruction or tutoring substantially improves student learning. However, treatment effects on test scores can fade over time, and less is known about the lasting effects... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    Recent research suggests that using additional teachers to provide small-group instruction or tutoring substantially improves student learning. However, treatment effects on test scores can fade over time, and less is known about the lasting effects of such interventions. We leverage data from a Norwegian large-scale field experiment to examine the effects of small-group instruction in mathematics for students aged 7-9. This intervention shares many features with other high-impact tutoring programs, with some notable exceptions: instruction time was kept fixed, it had a lower dosage, and it targeted students of all ability levels. The latter allows us to assess fadeout across the ability distribution. Previous research on this intervention finds positive short-run effects. This paper shows that about 60% of the effect persists 3.5 years later. The effect size and degree of fadeout are surprisingly similar across the ability distribution. The study demonstrates that small-group instruction in mathematics successfully targets student performance and that effects can be sustained over time.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/296110
    Schriftenreihe: CESifo working papers ; 11021 (2024)
    Schlagworte: small-group instruction; tutoring; sustained effects; RCT; teacher density
    Umfang: 1 Online-Ressource (circa 33 Seiten), Illustrationen