Evaluating the Impact of Small Group Supplemental Math Enrichment in Kindergarten

Autor/inn/en	Jacob, Robin; Erickson, Anna; Mattera, Shira
Titel	Evaluating the Impact of Small Group Supplemental Math Enrichment in Kindergarten
Quelle	In: Journal of Research on Educational Effectiveness, 13 (2020) 3, S.381-407 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2020.1726539
Schlagwörter	Kindergarten; Supplementary Education; Young Children; Small Group Instruction; Mathematical Enrichment; Program Effectiveness; Mathematics Skills; Executive Function; Game Based Learning; Clubs; Public Schools; Facilitators (Individuals); Experiential Learning; Verbal Ability; Low Income Students; Achievement Tests; Childrens Attitudes; Time Factors (Learning); Individualized Instruction; New York (New York); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Ergänzungsunterricht; Frühe Kindheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Club; Klub; Public school; Öffentliche Schule; Experiental learning; Erfahrungsorientiertes Lernen; Mündliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Individualisierender Unterricht
Abstract	This article reports findings from a one-year evaluation of a kindergarten math enrichment program. A randomized design was used to assess the impact of High 5s on children's math skills, attitudes towards math, language ability, and executive function for a sample of kindergarten students in New York City. High 5s math clubs were designed to provide small group math enrichment delivered in a game-like format. Participants included 655 kindergarten students in 24 schools. Students assigned to the High 5s group met outside of class in small groups with a trained facilitator three times per week. The High 5s program produced a positive impact on one of two measures of math skills. We find no impact of the program on other outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01