A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention

Autor/inn/en	Strand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K.
Titel	A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention
Quelle	In: Learning Disability Quarterly, 40 (2017) 4, S.211-224 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948717714715
Schlagwörter	Grade 1; Mathematics Instruction; Evidence Based Practice; Curriculum Development; Pretests Posttests; Quasiexperimental Design; Control Groups; Comparative Analysis; Feedback (Response); At Risk Students; Teaching Methods; Elementary School Students; Mathematics Tests; Program Implementation; Program Effectiveness; School Districts; Pilot Projects; Statistical Analysis; Maximum Likelihood Statistics; Oregon + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Mathematics lessons; Mathematikunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Pilot project; Modellversuch; Pilotprojekt; Statistische Analyse
Abstract	We report on a practitioner implementation of Fusion, a first-grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this quasi-experimental study, first-grade students (n = 253) in 10 schools were assigned to treatment (n = 154) or control (n = 99). Rather than randomly assigning students, schools assigned those students most at risk to treatment and, typically, those less at risk to control. School staff administered pre- and postassessments and led Fusion sessions approximately 30 min per day, 3 days per week. The intervention resulted in a significant positive effect on a researcher-developed first-grade math measure. The implementation of Fusion and feedback from school staff provided insights to guide the curriculum development process. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01