Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity

Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine

doi:10.1080/10409289.2015.968242

Cited by 33 publications

(20 citation statements)

References 53 publications

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“…Teachers must be familiar with the components and structure of selected supplemental digital resources as well as the corresponding guidelines for use (Crawford et al, 2012). School leaders must also recognize that the implementation of selected supplemental digital resources is heavily influenced by beliefs and perceptions among teachers (Clements, Sarama, Wolfe, & Spitler, 2015). Teachers must be familiar with the advantages associated with the use of selected supplemental digital resources as well their benefits to students (Clark & Whetstone, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Since many findings reported presented positive results related to Think Through Math © usage, it is recommended that follow-up studies utilize qualitative methods to explore how implementation of this supplemental digital resource was perceived by students, teachers, school administrators, and stakeholders beyond the school campus. Since previously published studies have highlighted the potential influence of teachers' perceptions of the use of supplemental digital resources (Clark & Whetstone, 2014;Clements et al, 2015), it is recommended that additional studies be conducted that include all stakeholders.…”

Section: Limitationsmentioning

confidence: 99%

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Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Sharp

Hamil²

2018

OLJ

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Much literature has presented evidence that supplemental digital resources enhance student performance with mathematics. The purpose of this study was to explore the impact of a web-adaptive digital resource, Think Through Math©, on student performance with state-mandated annual standardized mathematics assessments. This study utilized a quantitative research design and conducted multiple regression analyses among 723 students from a north Texas school district that showed high-levels of use with Think Through Math© during the 2015-2016 school year. Data from Think Through Math© reports and annual standardized mathematics assessments were collected and analyzed from elementary, intermediate, junior high, and high school campus levels. Results of the multiple regression analyses were reported for each campus level, as well as several statistically significant and positive associations.

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Section: Discussionmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Sharp

Hamil²

2018

OLJ

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“…To do so, the Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) scale-up model, which included 10 research-based guidelines (Sarama & Clements, 2013; Sarama, Clements, Starkey, Klein, & Wakeley, 2008) was created. One critical feature of the TRIAD scale-up model was a variety of professional development opportunities for teachers aimed at promoting their knowledge of the intervention and its purposes, high-quality student-teacher interactions, and equity in classroom instruction (see Clements, Sarama, Wolfe, & Spitler, 2015, for a focused fidelity study of the implementation of this intervention). The data for the present study were taken from the evaluation of an implementation of the TRIAD model using the Building Blocks curriculum.…”

Section: Data Source: the Triad Projectmentioning

confidence: 99%

Preschool Mathematics Intervention Can Significantly Improve Student Learning Trajectories Through Elementary School

Dumas

McNeish

Sarama³

et al. 2019

AERA Open

Self Cite

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Perhaps more than at any other time in history, the development of mathematical skill is critical for the long-term success of students. Unfortunately, on average, U.S. students lag behind their peers in other developed countries on mathematics outcomes, and within the United States, an entrenched mathematics achievement gap exists between students from more highly resourced and socially dominant groups, and minority students. To begin to remedy this situation, educational researchers have created instructional interventions designed to support the mathematical learning of young students, some of which have demonstrated efficacy at improving student mathematical skills in preschool, as compared with a business-as-usual control group. However, the degree to which these effects last or fade out in elementary school has been the subject of substantial research and debate, and differences in scholarly viewpoints have prevented researchers from making clear and consistent policy recommendations to educational decision makers and stakeholders. In this article, we use a relatively novel statistical framework, Dynamic Measurement Modeling, that takes both intra- and interindividual student differences across time into account, to demonstrate that while students who receive a short-term intervention in preschool may not differ from a control group in terms of their long-term mathematics outcomes at the end of elementary school, they do exhibit significantly steeper growth curves as they approach their eventual skill level. In addition, this significant improvement of learning rate in elementary school benefited minority (i.e., Black or Latinx) students most, highlighting the critical societal need for research-based mathematics curricula in preschool.

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“…While there is limited research on how many time points are needed to capture changes in implementation, the consensus is that innovation implementation is dynamic and should be measured on multiple occasions (Durlak, 2010; Harn et al, 2013; Odom et al, 2010). Empirical data support this view; analytic strategies such as linear growth modeling and growth curve modeling have been used to illustrate changes in implementation status over time (Clements, Sarama, Wolfe, & Spitler, 2015; Domitrovich et al, 2010). In addition, decisions about data collection timing require careful consideration of the nature of the innovation itself, as researchers need to be able to capture all innovation core components, including those that happen frequently as well as those that happen only occasionally (Domitrovich et al, 2010).…”

Section: Measurement and Analysis Of Innovation Implementationmentioning

confidence: 99%

“…Such analyses are sometimes carried out to supplement the initial findings from RCTs by describing for whom or under what conditions under which the innovation “worked,” to uncover the best strategies for supporting optimal implementation, or to discover the influence of variation in context on implementation in a scale-up or sustainability study. These mostly exploratory analyses generally fall into two categories: those that examine short-term or immediate influences on implementation (e.g., Kurki, Boyle, & Aladjem, 2006; McCormick, Steckler, & McLeroy, 1995; Penuel, Fishman, Yamaguchi, & Gallagher, 2007) and those that examine long-term influences supporting sustained implementation over time (e.g., Clements et al, 2015; Lieber et al, 2010; McIntosh et al, 2013). Notably, in addition to quantitative studies, there are numerous examples of qualitative and mixed-methods studies that examine the influence of supportive or inhibiting factors on innovation implementation and sustainability (e.g., Billing, Sherry, & Havelock, 2005; Century & Levy, 2002; Lieber et al, 2009; Rijsdijk et al, 2014).…”

Section: Measurement and Analysis Of Innovation Implementationmentioning

confidence: 99%

Implementation Research

Century

Cassata

2016

Review of Research in Education

132

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Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its historical roots and connecting it to other fields with the aim of identifying common threads across diverse efforts. The authors survey where the field is today and highlight different perspectives on complex questions that have long troubled researchers. They outline some of the sticky issues ahead and make a case for shared conceptual clarity and clearly communicated and understood language that will help researchers understand how various bodies of implementation research work are related. The authors conclude by describing the opportunity presented to the education research community in this moment: to capitalize on and learn from historical and contemporary work in education and other fields, and to identify connections across theories and approaches and find ways to collectively move forward toward the shared goal of making education better.

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Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity

Cited by 33 publications

References 53 publications

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Preschool Mathematics Intervention Can Significantly Improve Student Learning Trajectories Through Elementary School

Implementation Research

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