Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size
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, a...
| Main Authors: | , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2017-04-01
|
| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/2332858417706899 |
| _version_ | 1818060902743670784 |
|---|---|
| author | Ben Clarke Christian T. Doabler Derek Kosty Evangeline Kurtz Nelson Keith Smolkowski Hank Fien Jessica Turtura |
| author_facet | Ben Clarke Christian T. Doabler Derek Kosty Evangeline Kurtz Nelson Keith Smolkowski Hank Fien Jessica Turtura |
| author_sort | Ben Clarke |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-10T13:39:48Z |
| format | Article |
| id | doaj.art-3b876c747986460c98adcb2d166acea5 |
| institution | Directory Open Access Journal |
| issn | 2332-8584 |
| language | English |
| last_indexed | 2024-12-10T13:39:48Z |
| publishDate | 2017-04-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj.art-3b876c747986460c98adcb2d166acea52022-12-22T01:46:42ZengSAGE PublishingAERA Open2332-85842017-04-01310.1177/233285841770689910.1177_2332858417706899Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group SizeBen ClarkeChristian T. DoablerDerek KostyEvangeline Kurtz NelsonKeith SmolkowskiHank FienJessica TurturaThis 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.https://doi.org/10.1177/2332858417706899 |
| spellingShingle | Ben Clarke Christian T. Doabler Derek Kosty Evangeline Kurtz Nelson Keith Smolkowski Hank Fien Jessica Turtura Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size AERA Open |
| title | Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size |
| title_full | Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size |
| title_fullStr | Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size |
| title_full_unstemmed | Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size |
| title_short | Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size |
| title_sort | testing the efficacy of a kindergarten mathematics intervention by small group size |
| url | https://doi.org/10.1177/2332858417706899 |
| work_keys_str_mv | AT benclarke testingtheefficacyofakindergartenmathematicsinterventionbysmallgroupsize AT christiantdoabler testingtheefficacyofakindergartenmathematicsinterventionbysmallgroupsize AT derekkosty testingtheefficacyofakindergartenmathematicsinterventionbysmallgroupsize AT evangelinekurtznelson testingtheefficacyofakindergartenmathematicsinterventionbysmallgroupsize AT keithsmolkowski testingtheefficacyofakindergartenmathematicsinterventionbysmallgroupsize AT hankfien testingtheefficacyofakindergartenmathematicsinterventionbysmallgroupsize AT jessicaturtura testingtheefficacyofakindergartenmathematicsinterventionbysmallgroupsize |