Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities

Autor/inn/en	Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith
Titel	Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities
Quelle	43 (2014) 2, S.160-177 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Grade 1; Elementary School Mathematics; Intervention; At Risk Students; Randomized Controlled Trials; Mathematics Achievement; Pretests Posttests; Comparative Analysis; Scores; Program Effectiveness; Mathematics Tests; Teaching Methods; Achievement Tests; Standardized Tests; Mathematics Skills; Program Implementation; Fidelity; Check Lists; Faculty Development; Statistical Analysis; Formative Evaluation; Response to Intervention; Numbers; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Mathematics ability; Checkliste; Statistische Analyse; Zahlenraum
Abstract	This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. A series of random-effects models were estimated to compare gains between treatment and control conditions. Gain scores of intervention students were significantly greater than those of control peers on a proximal measure of mathematics achievement. The role of a strong theory-of-change model in the development and evaluation of mathematics interventions is articulated. Implications for researchers and educators designing and delivering instruction for at-risk students in a response-to-intervention model are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/05