NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1142175
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0279-6015
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities
Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith
School Psychology Review, v43 n2 p160-177 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 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.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Elementary Education; Early Childhood Education; Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests
IES Funded: Yes
Grant or Contract Numbers: R324A090341