WWC review of this study

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, S., & Llorente, C. (2013). Education Development Center, Inc. Retrieved from: https://eric.ed.gov/?id=ED594258

  • Randomized Controlled Trial
     examining 
    762
     Students
    , grade
    PK

Reviewed: January 2022

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Mathematics outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

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;
530 students

N/A

N/A

Yes

 
 
9
 
More Outcomes

Research Based Early Mathematics Assessment (REMA short form)

PBS KIDS Transmedia Math vs. (Not applicable)

0 Days

PBS KIDS Transmedia Math Supplement vs. BAU;
505 students

N/A

N/A

No

--
Self-regulation outcomes—Indeterminate effects found
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;
472 students

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.

Characteristics of study sample as reported by study author.


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    California, New York

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.

 

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