Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 8 |
Descriptor
| Mathematics Achievement | 8 |
| Response to Intervention | 8 |
| At Risk Students | 6 |
| Kindergarten | 6 |
| Control Groups | 5 |
| Experimental Groups | 5 |
| Intervention | 5 |
| Pretests Posttests | 5 |
| Teaching Methods | 5 |
| Numbers | 4 |
| Statistical Analysis | 4 |
| More ▼ | |
Source
| Grantee Submission | 2 |
| Society for Research on… | 2 |
| Elementary School Journal | 1 |
| Journal of Learning… | 1 |
| School Psychology | 1 |
| School Psychology Review | 1 |
Author
| Fien, Hank | 8 |
| Clarke, Ben | 7 |
| Smolkowski, Keith | 7 |
| Doabler, Christian T. | 6 |
| Baker, Scott K. | 4 |
| Cary, Mari Strand | 4 |
| Baker, Scott | 2 |
| Kosty, Derek | 2 |
| Strand Cary, Mari | 2 |
| Anderson, Daniel A. | 1 |
| Chard, David | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 8 |
| Journal Articles | 6 |
Education Level
| Kindergarten | 6 |
| Early Childhood Education | 5 |
| Primary Education | 3 |
| Elementary Education | 2 |
| Grade 1 | 2 |
| Elementary Secondary Education | 1 |
| Preschool Education | 1 |
Audience
Laws, Policies, & Programs
| Elementary and Secondary… | 2 |
Assessments and Surveys
| Stanford Achievement Tests | 3 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 2 |
| Does not meet standards | 1 |
Peer reviewed
Direct linkShanley, Lina; Clarke, Ben; Anderson, Daniel A.; Turtura, Jessica; Doabler, Christian T.; Kurtz-Nelson, Eva; Fien, Hank – School Psychology, 2019
The provision of high-quality early mathematics instruction and intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to mathematics instruction is a critical aspect of early intervention. To this end, the current study…
Descriptors: Mathematics Instruction, School Districts, Kindergarten, Young Children
Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Cary, Mari Strand – Journal of Learning Disabilities, 2016
This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…
Descriptors: Intervention, Kindergarten, At Risk Students, Number Concepts
Download full textClarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Cary, Mari Strand – Grantee Submission, 2016
This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…
Descriptors: Achievement Gains, At Risk Students, Control Groups, Educational Practices
Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – School Psychology Review, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students
Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – Grantee Submission, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students
Clarke, Ben; Baker, Scott K.; Smolkowski, Keith; Fien, Hank; Doabler, Chris; Cary, Mari Strand; Chard, David – Society for Research on Educational Effectiveness, 2011
The purpose of this study, funded by the "Institute for Education Sciences" under the "Mathematics and Science Education" topic, was to test the efficacy of a Tier 2 intervention curriculum, "ROOTS", when implemented under rigorous experimental conditions. In this study all classrooms implemented a validated Tier 1…
Descriptors: Kindergarten, At Risk Students, Intervention, Core Curriculum
Clarke, Ben; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Doabler, Christian T.; Chard, David J. – Elementary School Journal, 2011
This study examined the efficacy of a core kindergarten mathematics program, ELM, a 120-lesson comprehensive curriculum providing instruction in (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. ELM is designed to address the learning needs of all students, including at-risk students in the general education or Tier I…
Descriptors: Achievement Gap, Mathematics Achievement, Pretests Posttests, At Risk Students
Doabler, Christian; Smolkowski, Keith; Fien, Hank; Kosty, Derek B.; Cary, Mari Strand – Society for Research on Educational Effectiveness, 2010
In this paper, the authors report research focused directly on the validation of the Coding of Academic Teacher-Student interactions (CATS) direct observation instrument. They use classroom information gathered by the CATS instrument to better understand the potential mediating variables hypothesized to influence student achievement. Their study's…
Descriptors: Feedback (Response), Curriculum Based Assessment, Observation, Construct Validity
