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

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slide1
Early Multi-level Supports for Implementing Early Mathematics Interventions: Successful and Unsuccessful Strategies

Douglas H. Clements, Julie Sarama,

& Christopher Wolfe

national math panel
National Math Panel

Children from low-income backgrounds enter school with far less knowledge…

gap…progressively widens throughout their PreK-12 years”

national math panel3
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”

slide5

TRIAD

Instruction

curriculum research framework
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.
slide7

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

curriculum research framework8
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.

learning trajectories
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
curriculum research framework10
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”)
curriculum research framework11
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
slide12

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
slide13

TRIAD

(Professional)

Development

teachers representations of learning trajectories developed simultaneously with bb
Teachers’ Representations of Learning Trajectories:Developed Simultaneously with BB
slide19

TRIAD

ES = 0.76

Control

Rasch scores

p < .0001

slide21

TRIAD Follow Through

TRIAD

Control

TRIAD groups > Control, ES = .34

TRIAD FT > others, ES = .27

lessons learned diverse program schedules
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.

lessons learned difficulty of pd material
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.).
lessons learned technological problems
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.
palatability by design
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
web sites and article download
Web Sites (and article download)

UBTRIAD.org

UBBuildingBlocks.org