Effects of a Core Kindergarten Mathematics Curriculum on the Mathematics Achievement of Spanish-Speaking English Learners

Autor/inn/en	Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Baker, Scott K.; Smolkowski, Keith; Fien, Hank
Titel	Effects of a Core Kindergarten Mathematics Curriculum on the Mathematics Achievement of Spanish-Speaking English Learners
Quelle	In: School Psychology Review, 45 (2016) 3, S.343-361 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Kindergarten; Core Curriculum; Mathematics Curriculum; Mathematics Achievement; Spanish Speaking; English Language Learners; Mathematics Skills; Mathematics Instruction; Hierarchical Linear Modeling; Predictor Variables; Statistical Analysis; Maximum Likelihood Statistics; Pretests Posttests; Oregon; Texas (Dallas) + Suchen Sie Ihr Suchwort? Kerncurriculum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Mathematics lessons; Mathematikunterricht; Prädiktor; Statistische Analyse
Abstract	There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among SS-ELs as a function of (a) mathematics skills at the beginning of kindergarten, (b) the number of SS-ELs in classrooms, and (c) the frequency of mathematical discourse during core mathematics instruction. Data analyzed in the study were generated from a recent large-scale efficacy trial. Participants were 556 SS-ELs from 66 kindergarten classrooms. Results suggest SS-ELs in treatment classrooms made greater gains than SS-ELs in comparison classrooms on mathematics measures across the school year. Evidence of differential response to the curriculum among SS-ELs was not found. The importance of core mathematics instruction and implications for school psychologists are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01