ERIC Number: ED591050
Record Type: Non-Journal
Publication Date: 2014-Jul-27
Pages: 66
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Achievement and Self-Regulation in Pre-Kindergarten Classrooms: Effects of the Tools of the Mind Curriculum
Farran, Dale C.; Wilson, Sandra Jo
Peabody Research Institute
Results from a cluster randomized trial of the impact of the Tools of the Mind pre-kindergarten curriculum on preschoolers' achievement, self-regulation, and social behavior are reported. Sixty classrooms with four-year-old children (N=877) were assigned to implement either the Tools curriculum (N=32 classrooms; 498 children) or the usual pre-k curriculum (N=28 classrooms; 379 children). In spite of fairly high implementation fidelity, Tools did not produce significant gains on assessments of achievement, self-regulation, or teacher ratings at the end of pre-k. Negative effects were found on Letter Word Identification, Quantitative Concepts, and Corsi Backward Span in kindergarten and on Spelling, Copy Design, and the composite self-regulation score in 1st grade. Several reasons for these unexpected findings are explored.
Descriptors: Randomized Controlled Trials, Spelling, Phoneme Grapheme Correspondence, Metacognition, Preschool Children, Preschool Curriculum, Teacher Attitudes, Student Evaluation, Scores, Grade 1, Elementary School Students, Number Concepts, Academic Achievement, Self Control, School Readiness, Curriculum Implementation, Outcomes of Education
Peabody Research Institute. 230 Appleton Place, PMB 0181, Nashville, TN 37203. Tel: 615-322-8540; Fax: 615-322-0293; Web site: http://peabody.vanderbilt.edu/research/pri
Publication Type: Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Vanderbilt University, Peabody Research Institute (PRI)
IES Funded: Yes
Grant or Contract Numbers: R305A090533