ERIC Number: ED578431
Record Type: Non-Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size
Clarke, Ben; Doabler, Christian T.; Kosty, Derek; Kurtz Nelson, Evangeline; Smolkowski, Keith; Fien, Hank; Turtura, Jessica
Grantee Submission, AERA Open v3 n2 p1-16 Apr-Jun 2017
This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions (two- vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two- and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed.
Descriptors: Randomized Controlled Trials, Comparative Analysis, Kindergarten, Mathematics Instruction, Small Group Instruction, Mathematics Curriculum, Program Effectiveness, Intervention, Mathematics Skills, Response to Intervention, Low Achievement, Hypothesis Testing, At Risk Students, Screening Tests, Scores, Mathematics Tests, Pretests Posttests, Numeracy, Observation, Teacher Student Relationship, Statistical Analysis, Effect Size, Maximum Likelihood Statistics
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon
IES Funded: Yes
Grant or Contract Numbers: R324A120304