Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

Autor/inn/en	Clarke, Ben; Doabler, Christian T.; Kosty, Derek; Kurtz Nelson, Evangeline; Smolkowski, Keith; Fien, Hank; Turtura, Jessica
Titel	Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size
Quelle	3 (2017) 2, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/2332858417706899
Schlagwörter	Randomized Controlled Trials; Comparative Analysis; Kindergarten; Mathematics Instruction; Small Group Instruction; Mathematics Curriculum; Program Effectiveness; Intervention; Mathematics Skills; Response to Intervention; Low Achievement; Hypothesis Testing; At Risk Students; Screening Tests; Scores; Mathematics Tests; Pretests Posttests; Numeracy; Observation; Teacher Student Relationship; Statistical Analysis; Effect Size; Maximum Likelihood Statistics; Oregon + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Hypothesenprüfung; Hypothesentest; Screening-Verfahren; Rechenkompetenz; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse
Abstract	This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions (two- vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two- and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01