WWC review of this study

“MyTeachingPartner-Math/Science Pre-Kindergarten Curricula and Teacher Supports: Associations with Children's Mathematics and Science Learning.” [MTP-M/S plus teacher supports vs. business-as-usual control ]

Kinzie, Mable B.,Whittaker, Jessica Vick,Williford, Amanda P.,DeCoster, Jamie,McGuire, Patrick,Lee, Youngju,Kilday, Carolyn R. (2014). Early Childhood Research Quarterly, vol. 29, no. 4, 2014, pp. 586-599. Retrieved from: https://eric.ed.gov/?id=ED577452

  • Randomized Controlled Trial
     examining 
    194
     Students
    , grade
    PK

Reviewed: July 2021

No statistically significant positive
findings
Meets WWC standards without reservations
General science achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Researcher-developed earth and physical science assessment

MyTeachingPartner-Math/Science Plus Teacher Support vs. Business as usual

0 Days

Full sample;
178 students

41.03

40.51

No

--
Geometry and Measurement outcomes—Substantively important positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Researcher-developed geometry and measurement assessment

MyTeachingPartner-Math/Science Plus Teacher Support vs. Business as usual

0 Days

Full sample;
179 students

18.09

16.69

No

--
Life sciences outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Researcher-developed life sciences assessment

MyTeachingPartner-Math/Science Plus Teacher Support vs. Business as usual

0 Days

Full sample;
179 students

44.00

43.55

No

--
More Outcomes
Show Supplemental Findings

Researcher-developed life sciences assessment

MyTeachingPartner-Math/Science Plus Teacher Support vs. MyTeachingPartner-Math/Science

0 Days

Full sample;
230 students

44.07

42.94

No

--
Number and Operations outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Researcher-developed number sense and place value assessment

MyTeachingPartner-Math/Science Plus Teacher Support vs. Business as usual

0 Days

Full sample;
194 students

31.48

29.93

No

--
More Outcomes

Test of Early Mathematics Ability - 3rd Edition (TEMA-3)

MyTeachingPartner-Math/Science Plus Teacher Support vs. Business as usual

0 Days

Full sample;
179 students

19.30

19.54

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: 50%
    Male: 50%

  • Urban
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    District of Columbia, Delaware, Maryland, New Jersey, New York, Pennsylvania, Virginia, West Virginia
  • Race
    Black
    62%
    Other or unknown
    9%
    White
    29%

Setting

The study took place in 12 full-day preschools in a single school district in a large, Mid-Atlantic city.

Study sample

A total of 194 preschool students were included in the study. The 194 students were in 20 classrooms in 12 schools. Approximately 10 students in each classroom were randomly chosen to participate in the study. Approximately half of the students were male, and 62% were Black, 29% were White, and 9% were another race. The ethnicity of the students in the sample was not reported. English learners and students on Individualized Education Plans were excluded from the study. The researchers randomly assigned eight schools to the intervention group and eight schools to the comparison group (four schools left the study, two from the intervention group and two from the comparison group, after random assignment).

Intervention Group

Teachers in the intervention condition implemented the MyTeachingPartner-Math and Science curricula for prekindergarten instruction and also received enhanced supports for implementing the curricula described under support for implementation below. This intervention is referred to as MyTeachingPartner-Math and Science Plus Teacher Support. MyTeachingPartner-Math and Science are prekindergarten instructional curricula 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. Each activity had an expected class duration of 15-20 minutes. Each activity also had a four-step inquiry format, and teachers were provided with an activity script, questions, adaptations, and extensions for each activity. These activities were offered for 33 weeks across the school year. Activities were offered in whole-class or small-group format with additional weekly activity centers alternating between a math center and a science center each week. Classroom activities were supplemented with activity manipulatives and with preschool-appropriate books that highlighted math and science topics. The study did not describe whether teachers implemented all the activities for the planned amount of time.

Comparison Group

Students in the comparison group received business-as-usual preschool instruction in math and science, which was the HighScope preschool curriculum. Other math and science activities in classrooms were informed by the state preschool learning standards. Comparison teachers may have participated in other business-as-usual training and professional development offered by their schools or school districts. Supplemental findings compare the enhanced MyTeachingPartner-Math and Science Plus Teacher Support to the basic version of MyTeachingPartner-Math and Science without additional teacher support.

Support for implementation

Teachers in the intervention condition received enhanced implementation supports that may not be provided with the basic MyTeachingPartner-Math and Science curricula. These included a full day workshop prior to the 2009-10 school year, and seven 2.5 hour professional development workshops. In total, these activities provided up to 24 hours of professional learning for teachers. Teachers could access additional instructional supports online, including demonstration videos and brief teaching tip sheets. Additional materials were also embedded within the curricula and included support for asking open-ended questions, activity scripts, activity extensions, and strategies to differentiate activities for different student ability levels.

 

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