Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 6 |
Since 2015 (last 10 years) | 6 |
Since 2005 (last 20 years) | 8 |
Descriptor
At Risk Students | 8 |
Kindergarten | 8 |
Mathematics Instruction | 7 |
Program Effectiveness | 5 |
Intervention | 4 |
Mathematics Achievement | 4 |
Mathematics Skills | 4 |
Numeracy | 4 |
Number Concepts | 3 |
Teaching Methods | 3 |
Class Size | 2 |
More ▼ |
Source
Grantee Submission | 3 |
Elementary School Journal | 1 |
Journal of Learning… | 1 |
ProQuest LLC | 1 |
School Psychology Review | 1 |
Society for Research on… | 1 |
Author
Doabler, Christian T. | 8 |
Baker, Scott K. | 7 |
Clarke, Ben | 7 |
Fien, Hank | 7 |
Smolkowski, Keith | 6 |
Sutherland, Marah | 4 |
Turtura, Jessica | 4 |
Cil, Gulcan | 2 |
Kimmel, Georgia L. | 2 |
Kosty, Derek | 2 |
Kosty, Derek B. | 2 |
More ▼ |
Publication Type
Reports - Research | 7 |
Journal Articles | 3 |
Dissertations/Theses -… | 1 |
Education Level
Elementary Education | 8 |
Kindergarten | 8 |
Early Childhood Education | 7 |
Primary Education | 7 |
Grade 1 | 1 |
Grade 2 | 1 |
Audience
Location
Oregon | 5 |
Massachusetts | 3 |
Texas (Dallas) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Maddox, Steven A.; Smolkowski, Keith; Fien, Hank; Baker, Scott K.; Kimmel, Georgia L. – Journal of Learning Disabilities, 2021
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students…
Descriptors: Kindergarten, At Risk Students, Mathematics Skills, Mathematics Instruction
Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Maddox, Steven A.; Smolkowski, Keith; Fien, Hank; Baker, Scott K.; Kimmel, Georgia L. – Grantee Submission, 2021
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated severe MD at kindergarten entry and examined whether these students improved…
Descriptors: Kindergarten, At Risk Students, Mathematics Skills, Mathematics Instruction
Clarke, Ben; Cil, Gulcan; Smolkowski, Keith; Sutherland, Marah; Turtura, Jessica; Doabler, Christian T.; Fien, Hank; Baker, Scott K. – School Psychology Review, 2020
This study examined the cost-effectiveness of a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized block design with 1,251 at-risk students within 138 classrooms randomly assigned to one of two active treatment conditions (small groups of either two…
Descriptors: Cost Effectiveness, Response to Intervention, Numeracy, Number Concepts
Clarke, Ben; Cil, Gulcan; Smolkowski, Keith; Sutherland, Marah; Turtura, Jessica; Doabler, Christian T.; Fien, Hank; Baker, Scott K. – Grantee Submission, 2020
This study examined the cost effectiveness of a 50 lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized block design with 1,251 at-risk students within 138 classrooms randomly assigned to one of two active treatment conditions (small groups of either two…
Descriptors: Cost Effectiveness, At Risk Students, Kindergarten, Young Children
Clarke, Ben; Doabler, Christian T.; Turtura, Jessica; Smolkowski, Keith; Kosty, Derek B.; Sutherland, Marah; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K. – Elementary School Journal, 2020
This study examined whether the efficacy of ROOTS, a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, differed by group size and whether initial skill moderated intervention effects by group size. The study utilized a randomized block design with at-risk students (n = 1,251) within…
Descriptors: Program Effectiveness, Kindergarten, Mathematics Instruction, Intervention
Clarke, Ben; Doabler, Christian T.; Turtura, Jessica; Smolkowski, Keith; Kosty, Derek B.; Sutherland, Marah; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K. – Grantee Submission, 2020
This study examined whether the efficacy of a 50 lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS, differed by group size and whether initial skill moderated intervention effects by group size. The study utilized a randomized block design with at-risk students (n = 1,251) within…
Descriptors: Program Effectiveness, Kindergarten, 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
Doabler, Christian T. – ProQuest LLC, 2010
There is convincing evidence that many students struggle to learn mathematics proficiently. One plausible contributor to the low math achievement is the quantity and quality of learning opportunities provided in classrooms. These opportunities may fall short of addressing the learning needs of students, especially those at risk for failure in…
Descriptors: Mathematics Curriculum, Observation, Content Validity, Predictive Validity