1 / 26

Early Multi-level Supports for Implementing Early Mathematics Interventions: Successful and Unsuccessful Strategies

Early Multi-level Supports for Implementing Early Mathematics Interventions: Successful and Unsuccessful Strategies. Douglas H. Clements, Julie Sarama, & Christopher Wolfe. National Math Panel. Children from low-income backgrounds enter school with far less knowledge…

paul
Download Presentation

Early Multi-level Supports for Implementing Early Mathematics Interventions: Successful and Unsuccessful Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Early Multi-level Supports for Implementing Early Mathematics Interventions: Successful and Unsuccessful Strategies Douglas H. Clements, Julie Sarama, & Christopher Wolfe

  2. National Math Panel Children from low-income backgrounds enter school with far less knowledge… gap…progressively widens throughout their PreK-12 years”

  3. National Math Panel “Research that scales up early interventions capable of strengthening mathematical knowledge, evaluating their utility in Pre-K and K, and examining long term effects is urgently needed, with a particular focus on at-risk learners”

  4. TRIAD means…

  5. TRIAD Instruction

  6. Curriculum Research Framework • Clements, D. H. (2007). Curriculum research: Toward a framework for ‘research-based curricula’. Journal for Research in Mathematics Education, 38, 35–70.

  7. Clements, D. H. (2007). Curriculum research: Toward a framework for ‘research-based curricula’. Journal for Research in Mathematics Education, 38, 35–70

  8. Curriculum Research Framework • A Priori Foundation • General: Broad philosophies, theories, and empirical results • Subject Matter • substantive contribution, build from past, generative • Pedagogical (e.g., computer activities) • Consider phase 10—scale-up, as a related but distinct area to consider Clements, D. H. (2007). Curriculum research: Toward a framework for ‘research-based curricula’. Journal for Research in Mathematics Education, 38, 35–70.

  9. Learning Trajectories • Learning trajectories core of our Curriculum Research Framework • Core construct on which to base building, formatively evaluating, implementing, and summatively evaluating a curriculum

  10. Curriculum Research Framework • Market Research • Bane of research, unless it fits into CRF and is scientific • Teachers have to make sense of it—not “teacher proof” but communication lack. • Week organization: Whole, small, centers • Involved teachers in every phase (e.g., names of LT levels— “OK, that does make sense”)

  11. Curriculum Research Framework • Formative Evaluation • Small Group • Learning trajectory’s elements evaluated • Single Classroom • Meaning teachers and students give in progressively expanding social contexts • Intended and unintended outcomes; emergent in complex system • Multiple Classrooms • Diverse group of teachers • Support required

  12. Curriculum Research Framework • Summative • Small Scale • 4-10 classrooms • Large Scale • Scale up, studying moderators and mediators for explanatory power (contextual, implementation variables) • Fidelity of implementation and sustainability on a large scale (of effects and implementation) • Diffusion theory; overlapping spheres of influence models

  13. TRIAD (Professional) Development

  14. Teachers’ Representations of Learning Trajectories:Developed Simultaneously with BB

  15. TRIAD II:Large-Scale Evaluation

  16. TRIAD ES = 0.76 Control Rasch scores p < .0001

  17. Follow Through

  18. TRIAD Follow Through TRIAD Control TRIAD groups > Control, ES = .34 TRIAD FT > others, ES = .27

  19. Lessons Learned:Diverse Program Schedules Build flexibility into schedules: • half day programs, • 4 day per week programs • early schools, late schools • Other time constraints Help teachers to recognize and work with this flexibility.

  20. Lessons Learned:Difficulty of PD Material • Recognize that teachers, by self-report, have limited math content knowledge (although they report that this limited knowledge is adequate). • Recognize that teachers will find the LTs difficult at first (hate me in Nov. and Dec.); later, the LTs will make much more sense, and become a useful tool for the teachers (love me in Jan. and Feb.).

  21. Lessons Learned:Technological Problems • Recognize that some teachers have limited technological experience. • Provide a technical mentor • Use the “teach a person to fish” rather than the “give the person a fish” approach.

  22. Palatability by Design • Increased attention to this construct may lead to • more specific definition • deliberate inclusion at the design stage • development of specific measures of palatability, based on current scale-up efforts and experiences • Such work could contribute to the theoretical underpinnings of scale-up

  23. Web Sites (and article download) UBTRIAD.org UBBuildingBlocks.org

More Related