The purpose of this study was to assess the effects of schema-broadening instruction (SBI) on second graders' word-problem-solving skills and their ability to represent the structure of word problems using algebraic equations. Teachers (n = 18) were randomly assigned to conventional word-problem instruction or SBI word-problem instruction, which…

The purpose of this study was to assess the effects of schema-broadening instruction (SBI), with and without explicit instruction in strategies for tackling the complexities involved in real-life (RL) math problems, on the math problem solving of third-grade students. Teachers (n = 30) were assigned randomly to 3 16-week conditions: control, SBI,…

Examined the effects of a dyadic peer-mediated treatment on kindergarten children's mathematics development. Found that treatment implementation was strong for most teachers; teachers judged the treatment to be effective and feasible for implementation on their own; and students with and without disabilities, at all points along the achievement…

Examined effects of workgroup size and structure during collaborative work on complex tasks. Found that dyads produced greater collaboration for low-achievers, whereas small groups generated more cognitive conflict among other students. Productivity did not differ as a function of background structure. Findings posed implications for optimizing…

Developed and evaluated an explicit approach to teaching students to engage in elaborated help-giving during collaborative group work in reading. Found that grade level and treatment exerted statistically significant and practically sizable effects on the help that students provided their peers. (Author/LPP)

Examined how well three measures, representing points on a traditional-alternative mathematics assessment continuum, discriminated fourth graders achieving above, at, and below grade level, and how cooperative testing affected performance assessment. Found strong discriminative validity for the more traditional measures but not for performance…

Explored methods for helping students generate conceptual mathematical explanations during peer-mediated learning activities. Three groups (one with training in elaborated help, one with additional training in providing conceptual explanations, and one control) were compared after 18 weeks on mathematics achievement. Found that students with…

In a study of 121 elementary school teachers, those with strong beliefs about the importance of student work habits reported that they planned their lessons with greater responsiveness to student performance than teachers with less strong beliefs. Their learning-disabled and average-achieving students also achieved better than those with teachers…