Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study

By Jeffrey E. Barrett, Julie Sarama, Douglas H. Clements, C. Cullen, J. McCool, Chepina Witkowski-Rumsey, David Klanderman. 2012

58 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7cd8bf79357736ea078f416d86c5b117b44b4c59

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Julie Sarama
2. Douglas H. Clements
3. Jeffrey E. Barrett
4. Jennifer S. McDonel
5. Douglas W. Van Dine
6. A. Lash
7. E. Trumbull
8. Christopher B. Wolfe

In Statistics and Probability

1. Julie Sarama
2. Douglas H. Clements
3. Jeffrey E. Barrett
4. Jennifer S. McDonel
5. Douglas W. Van Dine
6. A. Lash
7. E. Trumbull
8. C. Weiland

Citations in the corpus

• Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “Recently, researchers validated a learning progression for linear measurement in grades 2 and 3 (Barrett et al., 2012).”
• Evaluation of a learning trajectory for length in the early years (2011, background): “Later developmental levels are investigated in connected studies (e.g., see Barrett et al., 2011 and Barrett et al., this issue). same process as selecting children initially, to maintain a cohort of eight for data collection.”