Longitudinal Evaluation of a Scale-up Model for Teaching Mathematics with Trajectories and Technologies: Persistence of Effects Three Years after the Treatment

Autor/inn/en	Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih; Wolfe, Christopher B.; Spitler, Mary Elaine
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Longitudinal Evaluation of a Scale-up Model for Teaching Mathematics with Trajectories and Technologies: Persistence of Effects Three Years after the Treatment
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Longitudinal Studies; Mathematics Instruction; Instructional Effectiveness; Technology Uses in Education; Preschool Education; Urban Schools; Preschool Children; Preschool Curriculum; Randomized Controlled Trials; Mathematics Achievement; At Risk Students; African American Students; Intervention; Massachusetts; New York + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school education; Vorschulerziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Master-Studiengang
Abstract	Education needs generalizable models to scale up evidence-based practices and programs and longitudinal research evaluating the persistence of the effect of their implementation. This is particularly important given the "deep, systemic incapacity of U.S. schools, and the practitioners who work in them, to develop, incorporate, and extend new ideas about teaching and learning in anything but a small fraction of schools and classrooms." The authors synthesized research to create a model called TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) for the scale of successful interventions. The specific goal of the implementation of the TRIAD model was to increase math achievement in young children, especially those at risk, by means of centering aspects of the curriculum--mathematical content, pedagogy, technology, and assessments--on a common core of learning trajectories. Results indicate that TRIAD was effective during the treatment period. The TRIAD implementation included a complete intervention in pre-K, and the impact was strong at pre-K. The TRIAD follow-through component was important for persistence of effects. The fact that at least some effects last for African-American children 3 years after the end of all interventions support the need for continued follow through interventions in mathematics for at-risk children. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01