(Journal Article) Jitendra, Asha K. creator Harwell, Michael R. | Im, Soo-hyun text Philadelphia, USA : Taylor and Francis Group and Routledge ,March 2024 monographic eng

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56-75p. Abstract: This study investigated the sustainability effects of the schema-based instruction (SBI) program and corresponding PD on the instructional practices of two cohorts of teachers (i.e., SBI experienced-teacher implementers and SBI novice-teacher implementers) and on students’ ability to reason with proportions and overall mathematics performance. SBI is a multicomponent program that focuses on recognizing the underlying mathematical problem structure (e.g., ratios, rates, percent) needed to reason with proportions. Results indicated that both experienced- and novice-teacher implementers delivered SBI with similar levels of fidelity; there was an SBI experience effect on the immediate test of proportional problem-solving (PPS), but not on a 11-week retention test of PPS, a general measure of problem solving, or the end-of-year state mathematics achievement tests. ***______{For Hard Copy, Please visit Library.}________*** Professional development| schema-based instruction| proportional reasoning| seventh-grade students 0022-0973 https://doi.org/10.1080/00220973.2023.2173129 https://doi.org/10.1080/00220973.2023.2173129 240508 20240508055631.0