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Autor/inn/en | Clarke, Ben; Doabler, Christian; Smolkowski, Keith; Kurtz Nelson, Evangeline; Fien, Hank; Baker, Scott K.; Kosty, Derek |
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Titel | Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention |
Quelle | In: Journal of Research on Educational Effectiveness, 9 (2016) 4, S.607-634 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1934-5747 |
DOI | 10.1080/19345747.2015.1116034 |
Schlagwörter | Kindergarten; Numeracy; Mathematics Education; Intervention; Mathematical Concepts; At Risk Students; Mathematics Tests; Pretests Posttests; Achievement Gap; Outcomes of Education; Scores; Mathematics Instruction; Response to Intervention; Core Curriculum; Common Core State Standards; Faculty Development; Fidelity; Achievement Tests; Standardized Tests; Statistical Analysis; Program Effectiveness; Observation; Oregon; Stanford Achievement Tests Rechenkompetenz; Mathematische Bildung; Lernleistung; Schulerfolg; Mathematics lessons; Mathematikunterricht; Kerncurriculum; Common core curriculum; Curriculum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Statistische Analyse; Beobachtung |
Abstract | This study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly assigned to treatment or control conditions. Measures of mathematics achievement were collected in the fall (pretest) and spring (posttest) in kindergarten and in the winter of first grade (delayed posttest). Significant differences between conditions favoring treatment students were found on four of six measures at posttest. Treatment students reduced the achievement gap with their not-at-risk peers. No effect was found on follow-up first-grade achievement scores. Implications for Tier 2 mathematics instruction in a Response to Intervention model are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |