Bette Chambers

Within-Class Grouping: A Meta-Analysis

The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using two sets of study findings. The first set included 145 effect sizes and explored the effects of grouping versus no grouping on several outcomes. Overall, the average achievement effect size was +0.17, favoring small-group learning. The second set included 20 effect sizes which directly compared the achievement effects of homogeneous versus heterogeneous ability grouping. Overall, the results favored homogeneous grouping; the average effect size was +0.12. The variability in both sets of study findings was heterogeneous, and the effects were explored further. To be maximally effective, within-class grouping practices require the adaptation of instruction methods and materials for small-group learning.

Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis:

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 12 weeks, valid achievement measures independent of the experimental treatments, and a final assessment at the end of Grade 1 or later. A total of 63 beginning reading (starting in Grades K or 1) and 79 upper elementary (Grades 2 through 5) reading studies met these criteria. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.

Final Reading Outcomes of the National Randomized Field Trial of Success for All

Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarchical linear model analyses of all three outcomes for both samples revealed statistically significant school-level effects of treatment assignment as large as one third of a standard deviation. The results correspond with the Success for All program theory, which emphasizes both comprehensive school-level reform and targeted student-level achievement effects through a multi-year sequencing of literacy instruction.

Success for All: First-Year Results From the National Randomized Field Trial

This article reports first-year achievement outcomes of a national randomized evaluation of Success for All, a comprehensive reading reform model. Forty-one schools were recruited for the study and were randomly assigned to implement Success for All or control methods. No statistically significant differences between experimental and control groups were found in regard to pretests or demographic characteristics. Hierarchical linear model analyses revealed a statistically significant school-level effect of assignment to Success for All of nearly one quarter of a standard deviation—or more than 2 months of additional learning—on individual Word Attack test scores, but there were no school-level differences on the three other posttest measures assessed. These results are similar to those of earlier matched experiments and correspond with the Success for All program theory.

The National Randomized Field Trial of Success for All: Second-Year Outcomes

This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and “in-mover” (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model analyses involving the longitudinal sample revealed statistically significant school-level effects of assignment to Success for All on three of the four literacy outcomes measured. Effects were as large as one quarter of a standard deviation—a learning advantage relative to controls exceeding half of a school year. Impacts for the combined longitudinal and in-mover sample were smaller in magnitude and more variable. The results correspond with the Success for All program theory, which targets school-level reform through multiyear sequencing of intensive literacy instruction

Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders

Abstract This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphies Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with animated presentations and engaging activities. In a yearlong study involving 25 schools using the Success for All reading program, 412 low-achieving first graders were randomly assigned to be tutored daily for 20 min with or without Alphies Alley. Tutors were also randomly assigned. On individually administered reading measures, controlling for pretests, there were no significant differences overall, but among students with tutors rated as “fully implementing,” those who experienced Alphies Alley scored significantly better on three of four measures. These results suggest that if well implemented, technology that enhances the performance of tutors has promise in improving the reading performance of at-risk children.

Developing a Computer-Assisted Tutoring Program To Help Children at Risk To Learn To Read.

This paper describes the development and formative evaluation of a computer-assisted tutoring program to help students who experience problems learning to read. Based on a combination of social constructivist and behavioral theories, this program addresses the cost and quality issues associated with delivering high quality, cost-effective tutoring. Initial feedback on the beta version of the program provides support for developing a program designed with “just in time” support for tutors and interactive activities for tutees based on material that students are struggling with in their reading class.

The ecology of dramatic play centers and children's social and cognitive play*

Traditional housekeeping and novel dramatic play centers were employed to compare the effects of theme, novelty, and duration on the social and cognitive play of 2 1/2- to 5-year-old children in a repeated-measures design (Term 1, n = 47; Term 2, n = 53). Significantly more dramatic play was observed in the familiar than the unfamiliar centers and on Day 1 of each novel center than on Day 3. The hypothesis that children would engage in more frequent dramatic play in the novel and postintervention housekeeping centers, compared to baseline, was generally not supported. Girls preferred the traditional housekeeping centers, whereas boys preferred the novel centers; age differences in preferences were also apparent. Findings are discussed in light of direct implications for curriculum planning and specific recommendations are advanced for educators.

Group outcome: The relationship between group learning outcome, attributional style, academic achievement, and self-concept☆

Abstract Six classes of grade seven students ( N = 181) participated in field research which explored the consequences of group outcome (successful, unsuccessful) for individuals learning mathematics cooperatively using Student Teams-Achievement Divisions. In addition, we explored the effects of within-class prior mathematics achievement (low, low-medium, high-medium, high) as well as attributional style (learned-helpless, mastery-oriented). The dependent variables were mathematics achievement, causal attributions, and self-concept. There were two interactions: Group Outcome × Attributional Style on achievement, and Within-Class Prior Mathematics Achievement × Group Outcome on achievement and self-concept. Learned-helpless students from unsuccessful groups learned significantly less than learned-helpless students from successful groups. Low prior achievement students from unsuccessful groups learned significantly less than low prior achievers from successful groups. In contrast, there was no significant relationship between group outcome and individual post-test achievement for mastery-oriented students or for students high in prior within-class achievement.

Using Group Viewing of Television to Teach Preschool Children Social Skills

Abstract This quasi‐experimental field study assessed whether group viewing of television in a day‐care setting can be used to encourage prosocial behavior in young children. Drawing from social learning theory and cognitive‐developmental stage theory, four short‐ term programs were designed and tested. Children (aged 3‐5 years) from eight day‐care centers in Montreal (n = 150) were part of the study. Intact groups (two settings randomly assigned to condition) participated in 8 days of intervention consisting of group viewing of video‐taped segments of Sesame Street, followed by participation in activities. The programs were evaluated using a 2 X 2 X 2 factorial pretest—post‐test design with video‐type (prosocial, cognitive), activity‐type (cooperative, individualistic), and gender as the three factors. Measures included free‐play observations, a perspective‐taking ability test, and two qualitative measures describing the context. Analysis of covariance (pretest and age combined as covariates) revealed a ...