Ecological and Population Validity of Mathematics Interventions for Diverse Students With Low Mathematics Achievement: A Meta-Analysis

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2021-06-10 DOI:10.1177/07319487211010342

Minyi Shih Dennis, Audrey M Sorrells, Jacquelyn Chovanes, Elisheba W. Kiru

引用次数: 0

Abstract

This meta-analysis examined the ecological and population validity of intervention research for students with low mathematics achievement (SWLMA). Forty-four studies published between 2005 and 2019 that met the inclusionary criterion were included in this analysis. Our findings suggest, to improve the external validity and generalizability of research, more detailed descriptions of participants and the socio-cultural contexts of the intervention studies are warranted.

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数学干预对不同类型低年级学生的生态效度与群体效度:一项元分析

本荟萃分析检验了数学成绩低下学生干预研究的生态效度和群体效度。2005年至2019年间发表的44项符合纳入标准的研究被纳入了这项分析。我们的研究结果表明，为了提高研究的外部有效性和普遍性，有必要对干预研究的参与者和社会文化背景进行更详细的描述。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.