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"SRA Real Math Building Blocks PreK" (also referred to as "Building Blocks for Math") is a supplemental mathematics curriculum designed to develop preschool children's early mathematical knowledge through various individual and small- and large-group activities. It uses "Building Blocks for Math PreK" software, manipulatives, and print material. "Building Blocks for Math" embeds mathematical learning in children's daily activities, ranging from designated math activities to circle and story time, with the goal of helping children relate their informal math knowledge to more formal mathematical concepts. Two studies of "Building Blocks for Math" met the What Works Clearinghouse (WWC) evidence standards. They included over 250 preschool children from New York State. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. The WWC considers the extent of evidence for "Building Blocks for Math" to be small for mathematics achievement. No studies that met WWC evidence standards with or without reservations addressed oral language, print knowledge, phonological processing, early reading/writing, or cognition. "Building Blocks for Math" was found to have positive effects on mathematics achievement. (Contains 8 footnotes.) [The following two studies are reviewed in this intervention report: (1) Clements, D. H., & Sarama, J. (2006, June). "Scaling up the implementation of a pre-Kindergarten mathematics curriculum: The Building Blocks curriculum." Paper presented at the Institute of Education Sciences Research Conference, Washington, D.C.; and (2) Clements, D. H., & Sarama, J. (2007). "Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project." Journal for Research in Mathematics Education, 38(2), 136-163.].
Establishing Family-School Partnerships in School Psychology provides actionable, evidence-based practices toward effective family-school partnerships. Offering scoped and sequenced approaches to embed family-school partnership interventions within a three-tier prevention framework, the book covers mental health screening, cultural responsiveness, technology use, and more. This volume in the Foundations of School Psychology Research and Practice Series makes clear how sustained implementation of family-school partnerships can be achieved within existing educational infrastructures to promote student achievement across developmental periods and schooling levels.
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
The "Everyday Mathematicsʼ" curriculum aims to provide students in prekindergarten through grade 6 with multiple opportunities to learn math concepts and practice skills. Since the release of the WWC's 2010 Everyday Mathematics report, the curriculum continues to be widely used and evaluated. This updated review includes 30 studies that were not in the 2010 report. Despite the new research, no additional studies meet WWC design standards and therefore, the WWC rating remains unchanged. Based on the research, the program was found to have potentially positive effects on math achievement for elementary students. The following are appended: (1) Research details for Waite, 2000; (2) Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. A glossary of terms is provided. [For the 2010 edition of this report see ED511794.].
​This book examines the neuroscience of mathematical cognitive development from infancy into emerging adulthood, addressing both biological and environmental influences on brain development and plasticity. It begins by presenting major theoretical frameworks for designing and interpreting neuroscience studies of mathematical cognitive development, including developmental evolutionary theory, developmental systems approaches, and the triple-code model of numerical processing. The book includes chapters that discuss findings from studies using neuroscience research methods to examine numerical and visuospatial cognition, calculation, and mathematical difficulties and exceptionalities. It concludes with a review of mathematical intervention programs and recommendations for future neuroscience research on mathematical cognitive development. Featured neuroscience research methods include: Functional Magnetic Resonance Imaging (fMRI). Diffusion Tensor Imaging (DTI). Event Related Potentials (ERP). Transcranial Magnetic Stimulation (TMS). Neuroscience of Mathematical Cognitive Development is an essential resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, neuroscience, educational psychology, neuropsychology, and mathematics education.
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
"Curiosity Corner" is an early childhood curriculum emphasizing children's language and literacy skills. It comprises two sets of 38 weekly thematic units--one for three-year-olds and one for four-year-olds. Program staff conduct daily lessons using sequential daily activities. One study of "Curiosity Corner" meets the What Works Clearinghouse (WWC) evidence standards, and one study meets WWC evidence standards with reservations. The two studies included more than 500 preschool children from 34 preschools in Florida, Kansas, and New Jersey. Based on these two studies, the WWC considers the extent of evidence for "Curiosity Corner" to be medium to large for oral language and small for print knowledge, phonological processing, cognition, and math. No studies that meet WWC standards with or without reservations examined the effectiveness of "Curiosity Corner" in the early reading and writing domain. (Contains 9 footnotes.) [This report has been updated to include a review of two studies that have been released since 2006. A complete list and disposition of all studies reviewed is provided in the references. The following two studies are reviewed in this intervention report: (1) Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). Chapter 5. "Curiosity Corner": Success for All Foundation. In "Effects of Preschool Curriculum Programs on School Readiness" (pp. 75-83). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; and (2) Chambers, B., Chamberlain, A., Hurley, E. A., & Slavin, R. E. (2001). "Curiosity Corner: Enhancing preschoolers' language abilities through comprehensive reform." Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April 2001.].
"Ready, Set, Leap!"[R] is a preschool curriculum that focuses on early reading skills, such as phonemic awareness, letter knowledge, and letter-sound correspondence, using multisensory technology that incorporates touch, sight, and sound. Teachers may adopt either a theme-based or a literature-based teaching approach, and for each approach, the curriculum provides lesson plans, learning objectives, and assessment tools. The What Works Clearinghouse (WWC) reviewed three studies on "Ready, Set, Leap!"[R]: two of these studies meet WWC evidence standards and the other did not meet WWC evidence standards. Based on the two studies, the WWC found no discernible effects for oral language, print knowledge, phonological processing, early reading/writing, and math. The conclusions presented in this report may change as new research emerges. Six appendixes are included: (1) Study Characteristics: RMC Research Corporation; (2) Study Characteristics: PCER Research Corporation; (3) Summary of Study Findings; (4) Summary of Kindergarten Follow-Up Findings; (5) "Ready, Set, Leap!"[R] Ratings; and (6) Extent of Evidence by Domain. (Contains 80 footnotes.).
Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. The volume is organized into two main parts and an online appendix (http://www.gse.buffalo.edu/org/conference/). Part One, Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten - grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book: * presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching; * takes the recent reports and recommendations for early childhood mathematics education to the next level; * integrates practical details and research throughout; and * provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds. This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education.
"Literacy Express" is a preschool curriculum designed for three-to five-year-old children. It is structured around units on oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development. It can be used in half-or full-day programs with typically developing children and children with special needs. It provides professional development opportunities for staff; teaching materials; suggested activities; and recommendations for room arrangement, daily schedules, and classroom management. The What Works Clearinghouse (WWC) reviewed four studies of "Literacy Express" for pre-school children. Three of these studies meet WWC evidence standards; the remaining study does not meet either WWC evidence standards or eligibility screens. Based on the three studies, the WWC found positive effects on oral language, print knowledge, and phonological processing and no discernible effects on cognition and math for preschool children. Appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings included in the ratings; (4) Summary of sub group findings; and (5) "Literacy Express" ratings. (Contains 9 footnotes.) [The following studies are reviewed in this intervention report: (1) Farver, J. M., Lonigan, C. J., & Eppe, S. (2009). Effective early literacy skill development for young Spanish-speaking English language learners: An experimental study of two methods. "Child Development, 80"(3), 703-719; (2) Lonigan, C. J., Farver, J. M., Clancy-Menchetti, J., & Phillips, B. M. (2005, April). "Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models." Paper presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA; (3) Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). "Literacy Express and DLM Early Childhood Express" supplemented with "Open Court Reading Pre-K": Florida State University. In "Effects of preschool curriculum programs on school readiness" (pp. 117-130). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Research; and (4) Lonigan, C. J. (2005, December). "Impact of preschool literacy curricula: Results of a randomized evaluation in a public prekindergarten program". Paper presented at the annual meeting of the National Association for the Education of Young Children, Washington, DC. This report has been updated to include a review of two studies that were released since 2007. To access the 2007 report, "Literacy Express. What Works Clearinghouse Intervention Report," see ED497625. ].