Scaling up Successful Interventions in Diverse Environments: Longitudinal Analyses of an Early Math Intervention.

Douglas H. Clements; Julie Sarama; Christopher B. Wolfe; Mary E. Spitler; Alissa A. Lange

Scaling up Successful Interventions in Diverse Environments: Longitudinal Analyses of an Early Math Intervention.

Douglas H. Clements, Julie Sarama, Christopher B. Wolfe, Mary E. Spitler, Alissa A. Lange

SUNY University at Buffalo

Research output: Contribution to conference › Presentation

Abstract

We evaluated the second and third year’s effect of a model for scaling up successful educational interventions with multiple methodologies and from multiple disciplinary perspectives. The implemented model, TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development). had a substantial positive effect on teaching quality and students' mathematics achievement in preschool (reported previously). In kindergarten, the TRIAD Follow-Through group outperformed the control group and the TRIAD (non-follow-through) group, but the latter different was not significant. Both comparisons were significant and the effect sizes greater at first grade. In most cases, there was no evidence that the intervention differed for various subgroups (e.g., SES or LEP status), but there was evidence particularly effective in closing some ethnic and gender gaps.

Original language	American English
State	Published - Apr 8 2011
Externally published	Yes
Event	American Educational Research Association (AERA) Annual Meeting - New Orleans, LA Duration: Apr 8 2011 → …

Conference

Conference	American Educational Research Association (AERA) Annual Meeting
Period	4/8/11 → …

Keywords

diverse environments
intervention
longitudinal analyses
math

Disciplines

Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Cite this

@conference{cc1eea1d83524d67a13eb483eb49a10a,

title = "Scaling up Successful Interventions in Diverse Environments: Longitudinal Analyses of an Early Math Intervention.",

abstract = " We evaluated the second and third year{\textquoteright}s effect of a model for scaling up successful educational interventions with multiple methodologies and from multiple disciplinary perspectives. The implemented model, TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development). had a substantial positive effect on teaching quality and students' mathematics achievement in preschool (reported previously). In kindergarten, the TRIAD Follow-Through group outperformed the control group and the TRIAD (non-follow-through) group, but the latter different was not significant. Both comparisons were significant and the effect sizes greater at first grade. In most cases, there was no evidence that the intervention differed for various subgroups (e.g., SES or LEP status), but there was evidence particularly effective in closing some ethnic and gender gaps. ",

keywords = "diverse environments, intervention, longitudinal analyses, math",

author = "Clements, \{Douglas H.\} and Julie Sarama and Wolfe, \{Christopher B.\} and Spitler, \{Mary E.\} and Lange, \{Alissa A.\}",

year = "2011",

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language = "American English",

note = "American Educational Research Association (AERA) Annual Meeting ; Conference date: 08-04-2011",

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TY - CONF

T1 - Scaling up Successful Interventions in Diverse Environments: Longitudinal Analyses of an Early Math Intervention.

AU - Clements, Douglas H.

AU - Sarama, Julie

AU - Wolfe, Christopher B.

AU - Spitler, Mary E.

AU - Lange, Alissa A.

PY - 2011/4/8

Y1 - 2011/4/8

N2 - We evaluated the second and third year’s effect of a model for scaling up successful educational interventions with multiple methodologies and from multiple disciplinary perspectives. The implemented model, TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development). had a substantial positive effect on teaching quality and students' mathematics achievement in preschool (reported previously). In kindergarten, the TRIAD Follow-Through group outperformed the control group and the TRIAD (non-follow-through) group, but the latter different was not significant. Both comparisons were significant and the effect sizes greater at first grade. In most cases, there was no evidence that the intervention differed for various subgroups (e.g., SES or LEP status), but there was evidence particularly effective in closing some ethnic and gender gaps.

AB - We evaluated the second and third year’s effect of a model for scaling up successful educational interventions with multiple methodologies and from multiple disciplinary perspectives. The implemented model, TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development). had a substantial positive effect on teaching quality and students' mathematics achievement in preschool (reported previously). In kindergarten, the TRIAD Follow-Through group outperformed the control group and the TRIAD (non-follow-through) group, but the latter different was not significant. Both comparisons were significant and the effect sizes greater at first grade. In most cases, there was no evidence that the intervention differed for various subgroups (e.g., SES or LEP status), but there was evidence particularly effective in closing some ethnic and gender gaps.

KW - diverse environments

KW - intervention

KW - longitudinal analyses

KW - math

M3 - Presentation

T2 - American Educational Research Association (AERA) Annual Meeting

Y2 - 8 April 2011

ER -