Working in the research-to-practice gap:  Case studies, core principles, and a call to action

Shusterman, Anna; May, Nathaniel W.; Melvin, Stacy; S, Kumar; Blumenstock, S; Toomey, Mark; Lewis, Scott P.

doi:10.31234/osf.io/qhxbn

Cited by 4 publications

(4 citation statements)

References 38 publications

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“…They viewed the math games as a catalyst for excitement towards math concepts. There was strong evidence that the teachers found the games to be both supportive of playful, fun learning and also an effective method of math instruction, which aligns with literature promoting learning through play (Shusterman et al, 2019) and is promising given that teachers are the ones responsible for properly and convincingly implementing curriculum. Teachers even mentioned play-based techniques beyond the WPMG that they use to practice hands-on learning and encourage math thinking.…”

Section: Variability Of Different Demographic Subgroups Engaging With...mentioning

confidence: 63%

“…In an attempt to address early gaps in mathematical knowledge, and specifically in cardinal knowledge at kindergarten entry, the Wesleyan Preschool Math Games (WPMG) is an early numeracy curriculum that includes 11 research-based games aimed to improve children's math concepts and skills through flexible and adaptable designs for advanced learners or those in need of extra support. The initial game development began over 10 years ago in the Wesleyan Cognitive Development Lab, and each game is rooted in theoretical frameworks of learning through games and guided play (Shusterman et al, 2019).…”

Section: Wesleyan Preschool Math Gamesmentioning

confidence: 99%

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Implementation and Efficacy of Preschool Math Games with Vulnerable Demographic Subgroups

Wiley

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Math development begins in early child development years and has been strongly implicated as the most predictive factor for later academic outcomes (Duncan, 2007). However, certain demographic subgroups have demonstrated lower math achievement due to a variety of factors, which places them at early risk for poor academic outcomes. These groups include low-income communities, children with learning differences, English language learners (ELL), and girls. The purpose of the current study is to explore ( 1) how the demographic subgroups of interest are associated with indicators of children's numeracy skills, and (2) how children from these different demographic groups interact with the WPMG curriculum in classrooms. Study 1 analyzed data from the 2021-22 implementation of the WPMG to see if demographic variables moderate the effects of the intervention. While there were overall increases in scores, each subgroup showed a significant vulnerability on at least one measure at baseline and persistent disparities in scores by demographic subgroups across different assessments. To further understand the nature and nuance of these vulnerabilities, Study 2 used teacher focus groups and classroom observation to examine how these different populations of children and their teachers made use of the play-based numeracy intervention. Findings revealed both challenges and triumphs in teachers' ability to implement and modify math instruction to serve diverse classrooms. The cumulative findings aim to contribute an understanding of and strategies to address the math disparities among vulnerable demographic subgroups to help mitigate future risks.

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Section: Variability Of Different Demographic Subgroups Engaging With...mentioning

confidence: 63%

Section: Wesleyan Preschool Math Gamesmentioning

confidence: 99%

Implementation and Efficacy of Preschool Math Games with Vulnerable Demographic Subgroups

Wiley

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“…The games were developed through an iterative process grounded in cognitive development research and strongly connected to the theoretical underpinnings of learning through games, exploration, and guided play (Shusterman et al, 2019).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Fidelity of Implementation: Where Research Meets Practice in the Wesleyan Preschool Math Games

Williamson¹

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“…Given the experiences from the 2021-22 implementation of the WPMG project, it is worthwhile to explore other modes of implementation of the Math Games. In her years of teaching a Research Methods in Psychology course, Shusterman noticed that undergraduate students were often enthusiastic and thoughtful when it came to working with children (Shusterman et al, 2019).…”

Section: Undergraduate Math Ambassador Interventionmentioning

confidence: 99%

Experiences of Undergraduate Students Delivering a Play-Based Early Numeracy Intervention: An Exploratory Study

Feuerman

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Early mathematical knowledge is a powerful indicator of later academic outcomes (Duncan et al., 2007), yet key findings on numerical cognition during early childhood have not been effectively translated into mathematics education (Hawes et al., 2019). Given recent teacher shortages, underfunding, and fallout from a global pandemic, it has become increasingly challenging to ask early childhood educators to add new components into already-packed days. The current study trained and supported undergraduate student volunteers to deliver a play-based numeracy intervention in preschool classrooms. The goals of this research were to (1) gain a deeper of undergraduates as novice teachers, (2) understand how and in what ways the undergraduate students were impacted by their experience in providing a play-based early numeracy intervention, and (3) assess their ability to implement a play-based numeracy intervention according to their assigned condition. Study 1 utilized repeated survey measures and written testimonies to provide a multifaceted understanding of the development of these undergraduate volunteers. We found undergraduates to be a unique population, distinct from teachers, who experienced a variety of benefits from participating in training and experiential learning. Study 2 then conducted observations to assess undergraduates' fidelity of implementation of the early numeracy intervention.The observed undergraduate students delivered high quality implementation and were able to dedicate almost all of their classroom time and attention to their students. As a whole, the current research provides preliminary evidence that undergraduate student volunteers can provide meaningful contributions to preschool classrooms in early numeracy while also learning themselves.

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Working in the research-to-practice gap: Case studies, core principles, and a call to action

Cited by 4 publications

References 38 publications

Implementation and Efficacy of Preschool Math Games with Vulnerable Demographic Subgroups

Implementation and Efficacy of Preschool Math Games with Vulnerable Demographic Subgroups

Fidelity of Implementation: Where Research Meets Practice in the Wesleyan Preschool Math Games

Experiences of Undergraduate Students Delivering a Play-Based Early Numeracy Intervention: An Exploratory Study

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