Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies

Autor/inn/en	Sarama, Julie; Clements, Douglas H.; Wolfe, Christopher B.; Spitler, Mary Elaine
Titel	Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies
Quelle	In: Journal of Research on Educational Effectiveness, 5 (2012) 2, S.105-135 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2011.627980
Schlagwörter	Intervention; Kindergarten; Mathematics Instruction; Educational Technology; Teaching Methods; Instructional Effectiveness; Urban Schools; Low Income Groups; Professional Development; Preschool Children; Mathematics Achievement; Persistence; Elementary School Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausdauer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	We used a cluster randomized trial to evaluate the effectiveness of a research-based model for scaling up educational interventions, focusing on the persistence of effects with and without a follow-through intervention. The instantiation of the Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) model emphasized teaching early mathematics for understanding via learning trajectories and technology. The TRIAD implementation began in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the 2 experimental interventions were identical, but 1 included follow-through in the kindergarten year, including knowledge of the pre-K intervention and ways to build upon that knowledge using learning trajectories. Intent-to-treat analyses showed that students in both the follow-through condition (g = 0.33) and non-follow-through condition (g = 0.22) scored statistically significantly higher than children in the control condition. Both groups outperformed the control condition in treatment-on-the-treated analyses (g = 0.38, follow-through; g = 0.30 non-follow-through). Moderators and mediators were also analyzed. We conclude that the instantiation of the TRIAD model was successful and that follow through may contribute to the persistence of the effects of preschool interventions. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10