WWC review of this study

MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning [MyTeachingPartner—Math/Science vs. business as usual (HighScope)]

Kinzie, M. B., Whittaker, J. V., Williford, A. P., DeCoster, J., McGuire, P., Lee, Y., & Kilday, C. R. (2014). Early Childhood Research Quarterly, 29(4), 586–599. Retrieved from: https://eric.ed.gov/?id=ED577452

  • Randomized Controlled Trial
     examining 
    211
     Students
    , grade
    PK

Reviewed: June 2022

No statistically significant positive
findings
Meets WWC standards with reservations
General Knowledge outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Life Science Assessment

MyTeachingPartner—Math/Science vs. Business as usual

0 Days

Full sample of students in the Basic version of My TeachingPartner-Math/Science group and those in BAU group;
211 students

42.81

43.55

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 49%
    Male: 52%

  • Urban
  • Race
    Black
    67%
    Other or unknown
    8%
    White
    25%

Setting

The study took place in 16 full-day preschools in a single school district that served low-income families living in a large mid-Atlantic city. The study’s authors state that two of the preschools were subsequently dropped from the study due to lack of posttest data, thus leaving the total at 14 schools. A majority of the children were from low-income families, and the study operated within Title I schools, but specific percentages of free/reduced priced lunch are not provided.

Study sample

Students were excluded from the study if they were reported by their teachers to have an individualized education plan (IEP) for severe developmental delay or learning disorder or limited English proficiency. The weighted average of students in the intervention and the comparison conditions included 66.7% Black, 24.9% White, and 8.4% Other.

Intervention Group

The MyTeachingPartner-Mathematics/Science (MTP-M/S) curricula includes 66 activities. Each activity lasts about 15–20 minutes and can be delivered in either a whole-group or small-group format. In this study, intervention was delivered in whole-group format. Two activities are completed each week, for 33 weeks across the school year. MyTeachingPartner-Math/Science are curricula for pre-kindergarten instruction that make use of student-centered, structured inquiry in math and science. Topics addressed in the curricula include numbers, operations, geometry, measurement, life science, earth science, and physical science. Teachers were expected to offer two activities each week from the MyTeachingPartner-Math curriculum and two activities from the MyTeachingPartner-Science curriculum. Classroom activities were supplemented with activity manipulatives and with preschool-appropriate books that highlighted math and science topics.

Comparison Group

The teachers in the comparison group of schools followed business-as-usual (BAU) by using the district’s regular curriculum—HighScope.

Support for implementation

The intervention group received the MTP-M/S curricula and the teaching materials needed to implement the activities. The teaching materials provided strategies and models for teacher open-ended questions, activity scripts, activity extensions, and strategies to differentiate activities for different student ability levels.

 

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