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ERIC Number: EJ1234710
Record Type: Journal
Publication Date: 2019-Dec
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0002-8312
Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition
Clements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace; Wolfe, Christopher B.
American Educational Research Journal, v56 n6 p2509-2530 Dec 2019
Although basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of a LT approach--that instruction should be presented (only) one LT level beyond a child's present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirically validated LT. The counterfactual (skip-levels) group received an equal amount of instruction focused only on the target level. At posttest, children in the LT condition exhibited significantly greater learning than children in the skip-levels condition, mainly on near-transfer items; no child-level variables were significant moderators. Implications for theory and practice are discussed. [For the corresponding grantee submission, see ED594902.]
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A150243
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations