Open Access Publications
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Open access publications by faculty, postdocs, and graduate students in the School of Education.
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Browsing Open Access Publications by Author "Barbieri, Christina Areizaga"
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Item The effect of early enrollment in dual-language immersion programs on children’s English reading development: findings from a 5-year longitudinal study(International Journal of Bilingual Education and Bilingualism, 2022-05-30) Shen, Ye; Wang, Rui; Zhang, Fan; Barbieri, Christina Areizaga; Pasquarella, AdrianThe present study examined the effect of children’s enrollment in U.S. dual-language immersion (DLI) programs in first grade on English development across five years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. Propensity score matching was used to create comparable groups of DLI and non-DLI students based on students’ kindergarten reading performance and a series of student-, family-, and school-level characteristics. Growth curve models demonstrate that first-grade DLI enrollment had a positive effect on children’s English reading growth from Grade 1 to 5. Children who enrolled in DLI experienced greater improvements by Grade 5. We also found that first-grade teacher judgment was related to children’s initial reading performance but not their reading growth. Implications related to DLI programs, teacher practices, and bilingual educational policies are discussed.Item Evoking Learning by Examples through Reducing Misconceptions and Highlighting Procedures(The Journal of Experimental Education, 2023-07-10) Barbieri, Christina Areizaga; Silla, Elena M.Prior research highlights a positive effect of incorrect worked examples on mathematics learning. Yet the mechanisms underlying these benefits are unclear. To investigate potential mechanisms of the benefits of various worked example types, we examined process data from a previously published classroom-based experiment. More specifically, we analyzed students’ explanations made while explaining worked examples in three varying example conditions as well as students’ problem-solving errors made when solving problems. These data operationalize two potential mechanisms: a reduction of misconceptions (i.e., fewer targeted conceptual errors), and an increase in principled algebra knowledge (i.e., explanations focusing on principles underlying procedures). Mediation analyses revealed both as important mechanisms of varying effects. A reduction of misconceptions explained greater benefits of all three worked example conditions, compared to a problem-solving control, on an algebra concepts posttest. More principled explanations of procedures explained the benefits of incorrect worked examples on problem-solving at posttest compared to the two other example conditions. These findings help explain differential findings in prior work by example type and may elucidate potential avenues for errorful instruction.Item Let’s be rational: worked examples supplemented textbooks improve conceptual and fraction knowledge(Educational Psychology, 2022-11-13) Barbieri, Christina Areizaga; Booth, Julie L.; Chawla, KamalThe current study assessed whether adding worked examples with self-explanation prompts focused on making connections between mathematical principles, procedures, and concepts of rational numbers to a curriculum focused on invented strategies improves pre-algebra students’ fraction number line acuity, rational number concepts and procedures. Finally, the study assessed whether individual differences in prior knowledge of rational numbers moderate the effect of the textbooks. The experimental textbooks resulted in significantly greater improvements overall in fraction number line estimation skills than control textbooks. Further, example-supplemented textbooks were more effective than control textbooks at improving understanding of rational number concepts for those with low prior conceptual knowledge. Both textbooks were equally effective at improving procedural skills.