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

Abstract

Using a cluster randomized trial design, we evaluated the persistence of effects of a research-based model for scaling up educational interventions. The model was implemented in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the two experimental interventions were identical, but one included follow-through in the kindergarten and first-grade years, including knowledge of the pre-K intervention and ways to build upon that knowledge using learning trajectories. Students in the experimental group scored significantly higher than control students (g = .51 for those who received follow-through intervention in kindergarten and first grade; g = .28 for non–follow-through), and follow-through students scored significantly higher than non–follow-through students (g = .24).

Invited Lectures from the 13th International Congress on Mathematical Education

“…The longitudinal data presented in this chapter highlight that although most EMU intervention participants' learning was maintained in subsequent years, some students stalled in their learning at various points in the three years after the EMU Program concluded. This supports the findings of Smith et al (2013) and Clements et al (2013) that interventions need to be co-ordinated with classroom programs and scaled-up in subsequent years for their impact to be extended beyond the intervention period. Following an intervention program, if children continue to experience the same conditions under which they were marginalised and excluded from learning mathematics in the first place, then their learning may again be disrupted.…”

“…A review of the Maths Recovery Program (Smith et al 2013) concluded that mathematics intervention programs must be coordinated with, rather than isolated from, the classroom mathematics program. This conclusion is supported by Clements et al (2013) who further claim that interventions in the early years need to be scaled-up in subsequent years to be most effective for students. The longitudinal data presented in this chapter highlight that although most EMU intervention participants' learning was maintained in subsequent years, some students stalled in their learning at various points in the three years after the EMU Program concluded.…”

Öğrenme Yörüngeleri ve Matematik Eğitimindeki Yeri

“…Bu bağlamda öğretmenlerle pek çok çalışma yapılmıştır. Bu çalışmalar bir veya birkaç öğretmenden oluşan durum çalışmaları olabildiği gibi (Bardsley, 2006;Brown, Sarama & Clements 2007;Edgington, 2012) çok sayıda okulda birçok öğretmenle yapılan geniş çaplı çalışmalar şeklinde de olabilmektedir (Clements, Sarama, Wolfe & Spitler, 2013;Wilson, 2009). Bir okul öncesi öğretmeniyle yapılan araştırmada, Brown, Sarama ve Clements (2007) öğrenme yörüngeleri ile ilgili olarak öğretmeni birkaç yönden değerlendirmişlerdir.…”

Investigating Why Teachers Reported Continued Use and Sharing of an Educational Innovation After the Research Has Ended

“…Clements and colleagues (2013) examined sustainability across pre-K to kindergarten to first grade with the aim of scaling up support for fidelity to their intervention through the phases of introduction, initial adoption, implementation, and institutionalization. Clements and colleagues (Clements, 2012;Clements et al, 2013) have examined sustainability and diffusion of a researchbased model for scale-up called TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development). This model included professional development and the Building Blocks mathematics intervention in the early grades.…”