Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention

Autor/inn/en	Clarke, Ben; Doabler, Christian; Smolkowski, Keith; Kurtz Nelson, Evangeline; Fien, Hank; Baker, Scott K.; Kosty, Derek
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01