An Experimental Evaluation of Four Elementary School Math Curricula
By Roberto Agodini, Barbara Harris. 2010
49 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/da2d3ad529f00397e82e62ea64397af6a3ec3570
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Christian T. Doabler
- Charalambos Y. Charalambous
- S. Baker
- Hank Fien
- H. Hill
- K. Smolkowski
- R. Gersten
- Ben Clarke
In Statistics and Probability
- Hank Fien
- Christian T. Doabler
- Charalambos Y. Charalambous
- H. Hill
- S. Baker
- R. Gersten
- K. Smolkowski
- Ben Clarke
Citations in the corpus
- Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, result): “In fact, a recent study employing a more elaborated design (Agodini & Harris 2010) produced mixed results, showing one Standards-based and one commercially-devel- oped curriculum to be more effective in improving first-graders’ achievement compared to another pair of a Standards-based and a…”
- Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention (2016, result): “For example, in a comparison of four first-grade curricula, Agodini and Harris (2010) found differential program impact on the achievement of students in the lower third of the study sample.”
- Intervention for First Graders With Limited Number Knowledge (2015, background): “…as Project Follow Through (Stebbins, St. Pierre, Proper, Anderson, & Cerva, 1977), evaluations of commonly used curricula in reading and mathematics (e.g., Agodini & Harris, 2010; James-Burdumy et al., 2012), or models of bilingual education (e.g., Ramirez, Pasta, Yuen, Billings, & Ramey, 1991).”
- 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): “A growing body of research suggests that both typically achieving students and students with MD significantly benefit from instruction that is systematically designed and explicitly delivered (Agodini & Harris, 2010; Gersten et al., 2009).”