Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

Autor/inn/en	Clarke, Ben; Baker, Scott; Smolkowski, Keith; Doabler, Christian; Strand Cary, Mari; Fien, Hank
Titel	Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes
Quelle	In: Journal of Research on Educational Effectiveness, 8 (2015) 3, S.303-324 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2014.980021
Schlagwörter	Kindergarten; Young Children; Mathematics Instruction; Control Groups; Experimental Groups; Mathematics Achievement; Pretests Posttests; Grade 1; Mathematics Tests; Mathematics Curriculum; Preschool Curriculum; Curriculum Design; Teacher Student Relationship; Outcomes of Education; Measures (Individuals); Fidelity; Faculty Development; Statistical Analysis; Models; Effect Size; Oregon; Texas; Early Childhood Longitudinal Survey; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Lehrplangestaltung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Messdaten; Statistische Analyse; Analogiemodell
Abstract	This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment or control conditions. Measures of achievement were collected in the fall (pretest) and spring (posttest) in kindergarten and in the winter of first grade (follow-up). Although students in ELM classrooms did not differ significantly from students in control classrooms, we expected and found that the effects of ELM depended on students' initial achievement. Initial achievement moderated condition effects for Test of Early Mathematics Ability (TEMA) scores (p = 0.0039), but not the Early Numeracy-Curriculum-Based Measurement (p = 0.1887). We found no effects on follow-up first-grade scores from the Stanford Achievement Test Tenth Edition Problem Solving subtest (p = 0.9737) or Procedures subtest (p = 0.6336). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01