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Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Turtura, Jessica; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K. – Exceptional Children, 2019

This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…

Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten

Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Journal of Learning Disabilities, 2019

Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities…

Descriptors: Intervention, Program Effectiveness, Mathematics Instruction, Learning Problems

Strand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K. – Learning Disability Quarterly, 2017

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…

Descriptors: Grade 1, Mathematics Instruction, Evidence Based Practice, Curriculum Development

Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank – Journal of Special Education, 2017

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…

Descriptors: Numbers, Mathematics Skills, Mathematics Achievement, At Risk Students

Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank – Grantee Submission, 2017

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…

Descriptors: Achievement Tests, At Risk Students, Comparative Analysis, Control Groups

Fien, Hank; Doabler, Christian T.; Nelson, Nancy J.; Kosty, Derek B.; Clarke, Ben; Baker, Scott K. – Journal of Research on Educational Effectiveness, 2016

The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, &…

Descriptors: Mathematics Instruction, Grade 1, Elementary School Students, At Risk Students

Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Kurtz-Nelson, Evageline; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Exceptional Children, 2016

The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements: geographical region, timing of the intervention, and instructional context of the…

Descriptors: Mathematics, Mathematics Achievement, Randomized Controlled Trials, Outcome Measures

Gersten, Russell; Rolfhus, Eric; Clarke, Ben; Decker, Lauren E.; Wilkins, Chuck; Dimino, Joseph – American Educational Research Journal, 2015

Replication studies are extremely rare in education. This randomized controlled trial (RCT) is a scale-up replication of Fuchs et al., which in a sample of 139 found a statistically significant positive impact for Number Rockets, a small-group intervention for at-risk first graders that focused on building understanding of number operations. The…

Descriptors: Grade 1, Elementary School Students, Experimental Groups, Control Groups

Clarke, Ben; Baker, Scott; Smolkowski, Keith; Doabler, Christian; Strand Cary, Mari; Fien, Hank – Journal of Research on Educational Effectiveness, 2015

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…

Descriptors: Kindergarten, Young Children, Mathematics Instruction, Control Groups

Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand – Learning Disability Quarterly, 2015

The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD).…

Descriptors: Mathematics Curriculum, Curriculum Development, Instructional Design, Mathematics Instruction

Clarke, Ben; Strand Cary, Mari G.; Shanley, Lina; Sutherland, Marah – Grantee Submission, 2018

This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0-20 and NLA 0-100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test-retest reliability. The NLA 0-20 had low and the…

Descriptors: Mathematics Instruction, Mathematics Achievement, Number Concepts, Numbers

Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – School Psychology Review, 2014

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…

Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students

Clarke, Ben; Doabler, Christian T.; Nelson, Nancy J.; Shanley, Caroline – Intervention in School and Clinic, 2015

This article provides an overview of effective instructional strategies and interventions for kindergarten and first-grade students at risk in mathematics. The article reviews instructional strategies and interventions within a multitier instructional model in order to provide a framework for teachers and schools looking to increase the…

Descriptors: Instructional Effectiveness, Mathematics Instruction, Elementary School Mathematics, Teaching Methods

Rolfhus, Eric; Clarke, Ben; Decker, Lauren E.; Williams, Chuck; Dimino, Joseph – Society for Research on Educational Effectiveness, 2013

Large scale longitudinal research (Morgan, Farkas, & Wu, 2009) and a meta-analysis (Duncan et al., 2007) have found that early mathematics achievement is a strong predictor of later mathematics achievement. In fact, end of Kindergarten and end of grade 1 mathematics achievement on ECLS-K and similar mathematics proficiency measures tends to be…

Descriptors: Program Evaluation, Program Effectiveness, Mathematics Instruction, Intervention

Nelson-Walker, Nancy J.; Doabler, Christian T.; Fien, Hank; Gause, Marshall; Baker, Scott K.; Clarke, Ben – Society for Research on Educational Effectiveness, 2013

Widespread concern has been expressed about the persistent low mathematics achievement of students in the US, particularly for students from low-income and minority backgrounds and students with disabilities. Instructional gaming technology, when designed and fictionalized well, has the potential to improve the motivation and mathematics…

Descriptors: Mathematics Achievement, Low Achievement, At Risk Students, Educational Games

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