The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics

By Ben Clarke, K. Smolkowski, S. Baker, Hank Fien, Christian T. Doabler, David J. Chard. The Elementary school journal, 2011

83 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2b3d56308cd534d8267f77fc64e88b504556cc80

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

A Meta–Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties (2016, methodology): “Small group (two to ﬁve students per group) and one-to-one instruction were the most frequently used intervention delivery modes; only three studies provided the intervention to a larger group of students (Clarke et al., 2011; Fuchs et al., 2003; Fuchs, Fuchs, & Prentice, 2004).”
Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles (2012, background): “Clarke et al. (2011) examined the effect of practice opportunities on student outcomes in a recent randomized control trial of a core kindergarten math curriculum, Early Learning in Mathematics (ELM).”
Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties (2013, methodology): “Because our focus was on WPS, we used measures of mathematics and reading and used the cutoff of 40th percentile in mathematics, which has been used to screen at-risk learners from general education classrooms in early mathematics research (e.g., Clarke et al., 2011).”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, methodology): “, explicit instruction) found to be effective for students at risk in mathematics (Clarke et al., 2011; Gersten, Chard, et al., 2009).”
Explicit Mathematics Instruction (2013, background): “For example, Clarke et al. (2011) investigated the efficacy of a core math program (Early Learning in Mathematics) with an explicit instructional focus in 65 kindergarten classrooms.”
Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students With Mathematics Difficulties? A Mediated Moderation Analysis (2019, background): “Thus, the current study represents the first opportunity to examine mediators (i.e., active ingredients) that underlie ELM, a high-quality, evidence-based core mathematics program (Clarke et al., 2015; Clarke et al., 2011).”
Does the Opportunity-Propensity Framework predict the early mathematics skills of low-income pre-kindergarten children? (2013, methodology): “These structured early mathematics curriculum ranged from the 120, 30-min lessons on numbers and operations, geometry, measurement, and vocabulary of the Early Learning in Mathematics program (Chard et al., 2008; Clarke et al., 2011), to the supplemental Building Blocks for Math program which embedd”
Understanding the Program Effectiveness of Early Mathematics Interventions for Prekindergarten and Kindergarten Environments: A Meta-Analytic Review (2016, unknown): “For the 14 studies that reported pre/post mean and standard deviation (Arnold, Fisher, Doctoroff, & Dobbs, 2002; Chard et al., 2008; Clarke et al., 2011; Clements & Sarama, 2007, 2008; Clements, Sarama, Spitler, Lange, & Wolfe, 2011; Fuchs, Fuchs, & Karns, 2001; Jordan, Glutting, Dyson,…”
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities (2014, result): “This finding mirrors similar results from other studies of curriculum programs (e.g., Clarke et al., 2011) and the general difficulty in fully reducing achievement gaps (Starkey & Klein, 2008).”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “103 Clarke et al. (2011).”