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Download full textBaroody, Arthur J.; Clements, Douglas H.; Sarama, Julie – Education Sciences, 2022
Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than…
Descriptors: Learning Processes, Mathematics Education, Teaching Methods, Preschool Education
Direct linkDong, Yixiao; Clements, Douglas H.; Sarama, Julie; Dumas, Denis; Banse, Holland W.; Day-Hess, Crystal – Journal of Experimental Education, 2022
Research on young children's development of executive function (EF) and early mathematics has established relationships between the two, but studies have not investigated whether these relations differ for children with different outcomes in mathematics and EF, especially in the context of interventions. To examine the homogeneity of those…
Descriptors: Preschool Education, Preschool Children, Mathematics, Executive Function
Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih – Journal for Research in Mathematics Education, 2023
A follow-up of a cluster-randomized trial evaluated the long-term impacts of a scale-up model composed of 10 research-based guidelines grounded in learning trajectories. Two treatment groups received the intervention during the prekindergarten year, and one of these groups received follow-through support in kindergarten and first grade.…
Descriptors: Models, Early Intervention, Mathematics Achievement, Age Differences
Burchinal, Margaret R.; Krowka, Sarah; Newman-Gonchar, Rebecca; Jayanthi, Madhavi; Gersten, Russell; Wavell, Samantha; Lyskawa, Julia; Haymond, Kelly; Bierman, Karen; Gonzalez, Jorge E.; McClelland, Megan M.; Nelson, Kimberly; Pentimonti, Jill; Purpura, David J.; Sachs, Jason; Sarama, Julie; Schlesinger-Devlin, Elizabeth; Washington, Julie; Rosen, Emily – What Works Clearinghouse, 2022
By learning social-emotional, executive function, mathematics, and literacy skills in preschool, children are likely to be better prepared for the higher expectations and more formal curriculum in elementary school. Ensuring that all children are well prepared for elementary school is a priority for parents, caregivers, guardians, and policy…
Descriptors: Preschool Teachers, Preschool Education, School Readiness, Evidence Based Practice
Clements, Douglas H.; Sarama, Julie – Education Sciences, 2018
Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true--they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths…
Descriptors: Misconceptions, Mathematics Instruction, Mathematics Skills, Mathematical Concepts
Sarama, Julie; Clements, Douglas H. – Journal of Cognitive Education and Psychology, 2021
Scaling up educational interventions in the STEM (Science, Technology, Engineering, and Mathematics) field is critical but under-researched. We review and draw implications from a series of studies investigating the long-range impact of an implementation of an early mathematics scale-up model based on learning trajectories. Lasting effectiveness…
Descriptors: Program Effectiveness, Intervention, Mathematics Education, Preschool Education
Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie – Child Development, 2018
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change…
Descriptors: Preschool Education, Mathematics Instruction, Correlation, Least Squares Statistics
Clements, Douglas; Sarama, Julie – Mathematical Thinking and Learning: An International Journal, 2015
In a review of the special issue, we conclude that the articles are research gems in the domain of preschool mathematics education. Most share several features, such as their perspective on research methodology and their view of mathematics thinking and learning. They address the cognitive architecture and processes and the developmental levels…
Descriptors: Mathematics Education, Preschool Education, Numeracy, Mathematics Achievement
Jenkins, Jade Marcus; Watts, Tyler W.; Magnuson, Katherine; Gershoff, Elizabeth T.; Clements, Douglas H.; Sarama, Julie; Duncan, Greg J. – Journal of Research on Educational Effectiveness, 2018
Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced…
Descriptors: Kindergarten, Grade 1, Educational Quality, Preschool Education
Jenkins, Jade M.; Watts, Tyler W.; Magnuson, Katherine; Gershoff, Elizabeth; Clements, Douglas; Sarama, Julie; Duncan, Greg J. – Grantee Submission, 2018
Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced…
Descriptors: Kindergarten, Grade 1, Educational Quality, Preschool Education
Watts, Tyler W.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine; Bailey, Drew H. – Journal of Research on Educational Effectiveness, 2017
Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention…
Descriptors: Mathematics Education, Program Effectiveness, Mathematics Skills, Correlation
Clements, Douglas H.; Sarama, Julie – Future of Children, 2016
Do young children naturally develop the foundations of science, technology, engineering, and math (STEM)? And if so, should we build on these foundations by using STEM curricula in preschools? In this article, Douglas Clements and Julie Sarama argue that the answer to both these questions is yes. First, the authors show that young children possess…
Descriptors: STEM Education, Preschool Education, Kindergarten, Skill Development
Wolfe, Christopher B.; Clements, Douglas H.; Sarama, Julie; Spitler, Mary Elaine – Society for Research on Educational Effectiveness, 2013
Although there is growing interest in implementation fidelity, little research has been reported on the sustainability over time of faithful implementations of learning innovations. This study examined the sustainability of teachers' implementation fidelity to the components of a prekindergarten mathematics intervention two full years after…
Descriptors: Fidelity, Intervention, Mathematics Curriculum, Professional Development
Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih; Wolfe, Christopher B.; Spitler, Mary Elaine; Weiss, Daniel – Society for Research on Educational Effectiveness, 2016
Although some research-based educational practices have shown promise, many fail to be implemented at a scale that affects more than a small proportion of children. Further, research on interventions for young children includes mixed results, with most documenting "fadeout" of effects after several years, but some showing lasting…
Descriptors: Mathematics Achievement, Technology Uses in Education, Educational Technology, Intervention
Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W.; Sarama, Julie; Clements, Douglas H. – Journal of Educational Psychology, 2017
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income…
Descriptors: Mathematics Achievement, Racial Differences, African American Students, Classroom Environment
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