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Project ROOTS

Resource Type
  • Clarke, Ben (University of Oregon)
Publication Date
Funding Reference
  • Institute of Education Sciences
    • Award Number: R324A120304
  • Abstract

    This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics
    intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions:
    a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions
    were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared
    with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions
    (two- vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three
    outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question,
    comparing the two- and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are

  • Cites
    DOI: 10.1177/2332858417706899 (Text)
  • Clarke, Ben, Christian T. Doabler, Derek Kosty, Evangeline Kurtz Nelson, Keith Smolkowski, Hank Fien, and Jessica Turtura. “Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size.” AERA Open 3, no. 2 (April 2017): 233285841770689.
    • ID: 10.1177/2332858417706899 (DOI)

Update Metadata: 2019-10-13 | Issue Number: 1 | Registration Date: 2019-10-13

Clarke, Ben (2019): Project ROOTS. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset.