Preschool Teachers Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children's Mathematics Learning: Results of a Randomized Controlled Trial. Summative Evaluation of the CPB-PBS "Ready To Learn Initiative" [PBS KIDS Transmedia Math Supplement vs. business as usual]
Pasnik, Shelley; Llorente, Carlin (2013). Education Development Center, Inc. Retrieved from: https://eric.ed.gov/?id=ED594258
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examining762Students, gradePK
Practice Guide
Review Details
Reviewed: January 2022
- Practice Guide (findings for PBS KIDS Transmedia Math)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Research team-developed supplement-based assessment for PBS KIDS Transmedia Math Supplement |
PBS KIDS Transmedia Math vs. (Not applicable) |
0 Days |
PBS KIDS Transmedia Math Supplement vs. BAU;
|
N/A |
N/A |
Yes |
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|
|
Research Based Early Mathematics Assessment (REMA short form) |
PBS KIDS Transmedia Math vs. (Not applicable) |
0 Days |
PBS KIDS Transmedia Math Supplement vs. BAU;
|
N/A |
N/A |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Head-Toes-Knees-Shoulders (HTKS) |
PBS KIDS Transmedia Math vs. (Not applicable) |
0 Days |
PBS KIDS Transmedia Math Supplement vs. BAU;
|
N/A |
N/A |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Urban
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California, New York
Study Details
Setting
The PBS KIDS Transmedia Math Supplement was provided to students in New York City, NY and in San Francisco, CA. The classrooms were from preschool agencies and centers serving three- to five-year old children who were primarily from low-income households and provided instruction in English. To be eligible for the study the classrooms also had to have at least 10 four- to five-year old students enrolled who were proficient in English.
Study sample
The students served by the classrooms were predominantly from low-income households in urban neighborhoods. Students were more likely to be English learners, though no data were provided on how many. Overall, the students were 4.5 years old, on average. The study provided no information on the breakdown of the sample by gender or race/ethnicity.
Intervention Group
The PBS KIDS Transmedia Math Supplement was a 10-week intervention provided over four days a week for no more than 2.5 hours per week. The intervention focused on promoting mathematics learning, as well as supporting teachers’ understanding of their classroom mathematics practice. A central component of the PBS KIDS Transmedia Math Supplement is the use of activities centered on interactive games and companion videos that include familiar characters, narratives, and environments that are interesting and attractive to children. The intervention included whole-group, small-group, paired, and individual activities.
Comparison Group
Classrooms assigned to the comparison condition continued implementing whatever curricula were in place before the study (that is, business as usual).
Support for implementation
Teachers who provided the PBS KIDS Transmedia Math Supplement received a Math Curriculum Supplement Guide with sequenced activities, professional development on math and use of technology, professional development on the use of the PBS KIDS Transmedia Math Curriculum Supplement, hands-on materials to enact the 10-week supplement guide, ongoing technology support, ongoing onsite coaching to support technology integration, and ongoing onsite coaching to support the use of the PBS KIDS Math Curriculum Supplement. Professional development was for seven hours across two days. Professional development and coaching provided teachers with lesson planning, implementation lessons, and individualized feedback. Coaching sessions provided teachers with guidance on specific math skills to teach in their classrooms. Teachers were also enrolled in a course, "Encouraging Mathematics Communication Skills," with the goal to improve teacher communication for students' mathematical thinking and learning.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
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The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).