Investigating measurement of the home learning environment in early math intervention studies.
Saved in:
| Title: | Investigating measurement of the home learning environment in early math intervention studies. |
|---|---|
| Authors: | Nelson, Gena1 (AUTHOR) gsnelson@uoregon.edu, Carter, Hannah2 (AUTHOR), Boedeker, Peter3 (AUTHOR), Vander Tuin, Mackenna4 (AUTHOR) |
| Source: | Learning Environments Research. Dec2024, Vol. 27 Issue 3, p955-970. 16p. |
| Subject Terms: | *Childhood attitudes, *Measuring instruments, *Classroom environment, Public health, Physics instruments |
| Abstract: | The purpose of this systematic review was to identify how the home learning environment (HLE) was measured in group design, early math intervention studies conducted in the home. Specifically, we evaluated the physical (e.g. frequency of activities) and affective (e.g. parents' beliefs, children's attitudes) aspects of the HLE. We included intervention studies conducted with parents and young children (ages 3–9 years old) that also included instruments designed to measure the HLE. We included 16 studies that used 21 HLE instruments (16 surveys, 3 interviews, 2 focus groups); we coded the characteristics of the HLE instruments, including which physical and affective aspects of the HLE the instruments measured. In most cases, parents responded to the instruments; whereas, only two studies used instruments that captured children's perspectives of the HLE. The instruments measured physical aspects more often than affective aspects of the HLE. Findings from this systematic review highlight implications for measuring the HLE and intervention development and implementation. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The purpose of this systematic review was to identify how the home learning environment (HLE) was measured in group design, early math intervention studies conducted in the home. Specifically, we evaluated the physical (e.g. frequency of activities) and affective (e.g. parents' beliefs, children's attitudes) aspects of the HLE. We included intervention studies conducted with parents and young children (ages 3–9 years old) that also included instruments designed to measure the HLE. We included 16 studies that used 21 HLE instruments (16 surveys, 3 interviews, 2 focus groups); we coded the characteristics of the HLE instruments, including which physical and affective aspects of the HLE the instruments measured. In most cases, parents responded to the instruments; whereas, only two studies used instruments that captured children's perspectives of the HLE. The instruments measured physical aspects more often than affective aspects of the HLE. Findings from this systematic review highlight implications for measuring the HLE and intervention development and implementation. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 13871579 |
| DOI: | 10.1007/s10984-024-09513-0 |
