The Effects of a Core Kindergarten Mathematics Program on the Mathematics Achievement of English Learners
| Title: | The Effects of a Core Kindergarten Mathematics Program on the Mathematics Achievement of English Learners |
|---|---|
| Language: | English |
| Authors: | Doabler, Christian T. (ORCID |
| Source: | Grantee Submission. 2016. |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A080699 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Kindergarten, Core Curriculum, Mathematics Curriculum, Mathematics Achievement, Spanish Speaking, English Language Learners, Mathematics Skills, Mathematics Instruction, Hierarchical Linear Modeling, Predictor Variables, Statistical Analysis, Maximum Likelihood Statistics, Pretests Posttests |
| Geographic Terms: | Oregon, Texas (Dallas) |
| DOI: | 10.17105/SPR45-3.343-361 |
| Abstract: | There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among SS-ELs as a function of (a) mathematics skills at the beginning of kindergarten, (b) the number of SS-ELs in classrooms, and (c) the frequency of mathematical discourse during core mathematics instruction. Data analyzed in the study were generated from a recent large-scale efficacy trial. Participants were 556 SS-ELs from 66 kindergarten classrooms. Results suggest SS-ELs in treatment classrooms made greater gains than SS-ELs in comparison classrooms on mathematics measures across the school year. Evidence of differential response to the curriculum among SS-ELs was not found. The importance of core mathematics instruction and implications for school psychologists are discussed. [This paper was published in "School Psychology Review" v45 p343-361 2016. The published article is titled "Effects of a Core Kindergarten Mathematics Curriculum on the Mathematics Achievement of Spanish-Speaking English Learners."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED618040 |
| Database: | ERIC |
| DOI: | 10.17105/SPR45-3.343-361 |
|---|---|
| Published in: | Grantee Submission |
| Language: | English |