Madison Cook

Datos Biográficos

ID9509967
NOMBREMadison Cook
NOMBRESMadison
APELLIDOCook
FIRMACOOK M
AFILIACIONESUniversity of Oregon, Eugene, Oregon, USA
ORCID0000-0003-0195-7587
VERIFICADOSí
TOTAL DE OBRAS5
TOTAL DE CITAS0
TOTAL COMO AUTOR5
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2024
AÑO MÁS RECIENTE DE PUBLICACIÓN2025
ÍNDICE H0

  • Teacher Professional Development and Student Mathematics Achievement

    Open AccessSoyoung Park, Young Ri Lee et al.ARTICLEEducation Sciences2025

    An essential element for increasing student mathematics achievement is providing teachers with professional development (PD) aimed at the design and delivery of high-quality mathematics instruction. To date, however, there is a lack of consistent data on the efficacy of PD on student outcomes; moreover, there is a need to explore PD characteristics as moderators of student outcomes. The purpose of this meta-analysis was to synthesize the effects …

  • Investigating Main Effects and Moderators of Linear Number Board Games

    Open AccessGena Nelson, Peter Boedeker et al.ARTICLEReview of Educational Research2025

    The purpose of this study was to conduct a meta-analysis and review of studies reporting the quality of linear number board games. This meta-analysis included 18 preschool to second-grade studies with 123 effect sizes that yielded a statistically significant summary effect (g = .21, 95% CI (.08, 0.34), p = .004) on children’s mathematics outcomes. Nine moderators explained a statistically significant amount of variance in effect sizes, including …

  • Supporting Dual Language Learners' Mathematical Development

    Open AccessCayla Lussier, Madison Cook et al.ARTICLEPsychology in the Schools2025

    With the number of students classified as Dual Language Learners (DLLs) in U.S. schools consistently increasing, it is important for educators to consider academic interventions that include evidence‐based practices to support DLLs. Specifically in the field of mathematics, several strategies have been recommended to support DLLs' mathematical development. However, it is difficult to determine if mathematics intervention programs are utilizing th…

  • Examining mathematics intervention effects on domain general skills

    Open AccessLina Shanley, Ben Clarke et al.ARTICLEJournal of Educational Psychology2025

  • Proficiency With Number Concepts and Operations

    Open AccessChristian T Doabler, Ben Clarke et al.ARTICLEJournal of Learning Disabilities2024

    Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study’s initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in a new geographical region. Participating studen…