City University of New York, New York, NY, USA.
J Learn Disabil. 2011 Jul-Aug;44(4):381-95. doi: 10.1177/0022219411407868.
This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.
本研究采用 3（教学干预）×2（评估类型）的被试间实验设计，采用前测-干预-后测的方法。教学干预在三个条件下在被试间进行：（a）动态教学，（b）三元或成功智力控制理论教学，以及（c）标准控制教学。评估类型在被试间由（a）团体施测的动态后测或（b）相同的团体施测的后测穿插控制填充活动组成。研究调查了四年级教授的不同数学内容领域的表现。共有 1332 名学生和 63 名课堂教师在六个学区的 24 所学校参与了这项研究。结果表明，在教授数学时，特别是当学生群体高度多样化时，在常规课堂中使用动态教学和评估具有优势。
