Taylor Lesner
Biographic Data
| ID | 9511232 |
|---|---|
| NAME | Taylor Lesner |
| GIVEN NAMES | Taylor |
| FAMILY NAME | Lesner |
| SIGNATURE | LESNER T |
| AFFILIATIONS | University of Oregon, Eugene, Oregon, USA |
| ORCID | 0000-0003-2797-1491 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Investigating Main Effects and Moderators of Linear Number Board Games
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 …
Proficiency With Number Concepts and Operations
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…
Examining Interactions Across Instructional Tiers
High-quality Tier 1 instruction is frequently conceptualized as the “foundation” for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or “quality indicators,” of differential responsiveness to Tier 2 mathematics intervent…
No prominent works on this page.
Examining Interactions Across Instructional Tiers
High-quality Tier 1 instruction is frequently conceptualized as the “foundation” for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or “quality indicators,” of differential responsiveness to Tier 2 mathematics intervent…
Proficiency With Number Concepts and Operations
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…
Investigating Main Effects and Moderators of Linear Number Board Games
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 …
Cognitive and developmental aspects of mathematical skills (3 works) · Intervention (counseling) (3 works) · Behavioral and Psychological Studies (2 works) · Mathematics education (2 works) · Psychology (2 works) · Quality (philosophy) (2 works) · Academic achievement (1 works) · Analysis of variance (1 works) · Child Therapy and Development (1 works) · Children's Physical and Motor Development (1 works)