Effects of Response Cards During Lesson Closure on the Academic Performance of Secondary Students in an Earth Science Course

Cavanaugh, Rodney A.; Heward, William L.; Donelson, Fred

doi:10.1901/jaba.1996.29-403

Cited by 53 publications

(30 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These responses occur in tandem with increased student responding and academic achievement compared to traditional whole-class lecture (e.g., Armendariz & Umbreit, 1999;Christle & Schuster, 2003;Gardner et al, 1994). Response cards are cards or signs simultaneously held up by all students in the class to display their response to a teacher-presented question or problem (Cavanaugh, Heward, & Donelson, 1996). Instead of calling on only one student to answer the question while the rest of the class sits quietly and listens, response cards enable all students in the class to participate in an active response to instruction.…”

mentioning

confidence: 99%

Effects of Response Cards on Disruptive Behavior and Academic Responding During Math Lessons by Fourth-Grade Urban Students

Lambert

Cartledge

Heward

et al. 2006

Journal of Positive Behavior Interventions

Self Cite

106

150

View full text Add to dashboard Cite

The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms. Two conditions, single-student responding and write-on response cards, were alternated in an ABAB design. During single-student responding, the teacher called on one student who had raised his or her hand to answer the question. During the response-card condition, each student was provided with a white laminated board on which he or she could write a response to every question posed by the teacher. Nine students were targeted for data collection because of their history of disciplinary issues in school and frequent disruptive behavior in the classroom. Data revealed substantial reductions in disruptive behavior and increases in academic responding during the response card condition compared to single-student responding. The findings are discussed in terms of the beneficial effects of direct, high-response strategies for urban, low-achieving learners.

show abstract

mentioning

confidence: 99%

Effects of Response Cards on Disruptive Behavior and Academic Responding During Math Lessons by Fourth-Grade Urban Students

Lambert

Cartledge

Heward

et al. 2006

Journal of Positive Behavior Interventions

Self Cite

106

150

View full text Add to dashboard Cite

show abstract

“…Of these studies, 18 met the criteria for inclusion and are described in Table 1. Cavanaugh et al (1996), Gardner et al (1994), and Narayan et al (1990) were not included because they were summaries of the following dissertations, whose datasets were included in this review: Cavanaugh (1992), , and Narayan (1988). Hoagland (1983) and Lenox (1982) were not included because they did not compare response cards to hand raising but rather investigated the feasibility of using response cards.…”

Section: Literature Searchmentioning

confidence: 99%

Meta-Analysis of the Research on Response Cards

Randolph

2007

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

In this meta-analysis, the author analyzed 18 response card articles, theses, or dissertations to determine the magnitude of effect that response card strategies have on test achievement, quiz achievement, class participation, and intervals of off-task behavior. The author also determined whether the type of response cards used or the presence or absence of ceiling effects had a differential effect on study outcomes. Using the traditional method of hand raising as a control condition, he found that response cards have large, statistically significant effect sizes for test achievement, quiz achievement, participation, and reduction in intervals of disruptive behavior. No significant difference was found between types of response cards used. Although the difference was not statistically significant, studies with ceiling effects had, on average, effect sizes that were notably lower than studies without ceiling effects. Place of publication, type of publication, and sample size were not significant moderators of effect sizes for academic achievement.

show abstract

“…RCs enable teachers to assess the understanding of each student, react instantly (Christle & Schuster, 2003) and adapt the lesson and the class to the circumstances (Kellum, Carr & Dozier, 2001). RCs are reusable tables which allow all students to independently answer questions of the teacher (Cavanaugh et al, 1996;Gardner et al, 1994).…”

Section: Introductionmentioning

confidence: 99%