Effects of Implementation Variables on an Early Mathematics Intervention Based on Learning Trajectories

• In Event: 58.026 - Longitudinal Evaluation of a Scale-Up Model: Critical Components and Effects on Persistence and Sustainability

Abstract

Objectives

This paper presents analyses of several components of the instantiation of the TRIAD model that have not previously been evaluated, to help complete the knowledge base on which components are critical. We examine the Implementation variables, of TRIAD’s theoretical framework (solid ovals, Figure 1), which are features of the project that can encourage and support, but cannot control. We discuss the extent to which parent engagement, support from coaches, and support from leaders can effect intervention implementation and outcomes.

Theoretical Framework

The depiction of the Network of Influences framework in Figure I illustrates the hypothesized influences of context and implementation variables on outcomes, such as teacher knowledge and child achievement.



Methods

Parents completed a parent questionnaire (PQ) at the beginning and the end of the school year. The PQ provides descriptive information about the children’s family, including parents’ beliefs, knowledge, and practices pertaining to early childhood mathematics and their child’s school readiness. Coaches completed logs as well as fidelity check forms. Coach logs recorded frequency, duration, and type of interaction as well as qualitative notes describing the visit. Leaders completed a questionnaire at the beginning and the end of the school year capturing self-reported knowledge and beliefs pertaining to early childhood mathematics. Child outcomes were measured with the Research-based Early Mathematics Assessment (REMA). Finally, an implementation fidelity instrument and math environment observation form were collected to assess classroom implementation and mathematic teaching strategies.

Data Sources

The full sample included 1,375 preschoolers in 106 classrooms serving low-resource communities in two states from public preschool and Head Start classrooms serving an ethnically diverse population. For the current paper various sub-samples of this larger sample were utilized in analyses depending on the time points at which data were collected.

Results

Overall, parents’ perceptions of their children’s skills were found to be significantly related to their actual performance as predicted on counting and shape items on the REMA PreK post-test. Correlations between parent experiences in the home and the REMA scores were small and all but one nonsignificant. There was however a significantly positive relation between the number of activities teachers sent home for parents to do with children and children’s counting scores. In regards to coaching, great variability was observed for frequency of visits by coach as well as research group. Coaches engaged in interventions, which often took the form of modeling or demonstrations. Implications for these variances in coaching practices and intervention implementation will be discussed. School leader perceptions of classroom math practices will be presented and the extent to which they align or conflict with teacher practices and the impact this alignment had on implementation.

Scientific Significance

Consistent communication with and among all key groups promotes implementation and outcomes. Project activities would not have been achieved without consistent communication and continued collaboration. Our findings have implications for those supporting the adoption of educational innovations.

Authors

• Carrie Germeroth, University of Denver

• Christopher B. Wolfe, University at Buffalo - SUNY

• Julie Sarama, University of Denver

• Douglas H. Clements, University of Denver