Ignite Creation Date:
2024-05-06 @ 4:07 PM
Last Modification Date:
2024-10-26 @ 2:04 PM
Study NCT ID:
NCT04878757
Status:
ENROLLING_BY_INVITATION
Last Update Posted:
2023-10-12
First Post:
2021-04-23
Brief Title:
Implementing Inclusive Fraction Intervention Classwide
Sponsor:
Vanderbilt University
Organization:
Vanderbilt University
Study Overview
Official Title:
Implementing Inclusive Fraction Intervention Classwide
Status:
ENROLLING_BY_INVITATION
Status Verified Date:
2024-10
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The main purpose of this study is to assess effects of a previously validated fraction intervention when it is conducted classwide on the fraction knowledge of fourth-grade students with and without math learning difficulties MLD The study population is 4th-grade students with MLD and without MLD Teachers agree to be randomly assigned to two conditions In one condition teachers include classwide fraction intervention CFI in their standard math program In the other condition teachers conduct their standard math program without CFI CFI is implemented 2 times per week for 20 weeks for about 30 minutes each time Students in both conditions are tested before and after CFI ends
Detailed Description:
The study is conducted in the Metropolitan-Nashville Public Schools Teachers decide if they want to participate Parents of students in their classrooms decide if they want their children to participate in the study participation means students complete the studys pretesting and posttesting and teachers report their test scores on a school-collected measure Students decide if they want to participate Teachers complete a survey report student scores on the school-collected measure and are observed during CFI implementation
Each CFI session comprises 3 segments In Segment 1 10-12 minutes teachers conduct that days CFI lesson In Segment 2 10-12 minutes students work in pairs taking turns being coach and player as they explain their thinking and solution strategies taught in that days Segment 1 Students use CFI help cards to provide constructive feedback to each other Segment 3 5-7 minutes is independent practice
The primary end-points are students posttest fraction ordering fraction number line estimate fraction calculations Secondary end-points are students performance on more distal fraction measures Other measures are a teacher survey describing fractions instruction and reliance on CFI procedures and their perceptions of CFIs effectiveness and feasibility as well as CFI adherence from audio recordings and live observations of teachers implementing CFI
Each CFI session comprises 3 segments In Segment 1 10-12 minutes teachers conduct that days CFI lesson In Segment 2 10-12 minutes students work in pairs taking turns being coach and player as they explain their thinking and solution strategies taught in that days Segment 1 Students use CFI help cards to provide constructive feedback to each other Segment 3 5-7 minutes is independent practice
The primary end-points are students posttest fraction ordering fraction number line estimate fraction calculations Secondary end-points are students performance on more distal fraction measures Other measures are a teacher survey describing fractions instruction and reliance on CFI procedures and their perceptions of CFIs effectiveness and feasibility as well as CFI adherence from audio recordings and live observations of teachers implementing CFI
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None