| Title: |
Implementing an Evidence-Based Kindergarten Mathematics Intervention with Remote Professional Development |
| Language: |
English |
| Authors: |
Jessica Turtura (ORCID 0000-0002-6030-3308); David Fainstein (ORCID 0000-0002-7258-5234); Derek Kosty (ORCID 0000-0002-9792-3383); Joanna Hermida (ORCID 0000-0003-4347-7207); Benjamin Clarke (ORCID 0000-0002-1021-1886); Christian T. Doabler (ORCID 0000-0002-8074-4311); Joseph Morgan (ORCID 0000-0002-0627-0613) |
| Source: |
Grantee Submission. 2025 5:71-101. |
| Peer Reviewed: |
Y |
| Page Count: |
31 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324R200005 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education |
| Descriptors: |
Mathematics Instruction; Kindergarten; Evidence Based Practice; Distance Education; Faculty Development; Preschool Teachers; Program Effectiveness; Program Implementation; Mathematics Achievement; Teacher Effectiveness; Teacher Attitudes |
| Geographic Terms: |
Nevada (Las Vegas) |
| DOI: |
10.1163/26670127-bja10028 |
| ISSN: |
2667-0135; 2667-0127 |
| Abstract: |
Teachers often face barriers, including time constraints and a lack of resources, to accessing professional development (PD) for implementing evidence-based practices in schools. One strategy which affords the flexibility to meet teacher needs while increasing the likelihood of strong implementation is providing PD remotely. The current study is a replication of a pilot study that examined the acceptability, feasibility, and effectiveness of providing remote PD for interventionists to implement a kindergarten mathematics intervention (ROOTS) for students with mathematics difficulties. Findings from the current study provide support for the pilot study and indicate that (a) a remote approach for ROOTS PD was acceptable for teachers; (b) the intervention was implemented as intended; and (c) students who received the ROOTS intervention outperformed their control group peers on mathematics outcome measures. Taken together, these results suggest that remote PD for ROOTS is a viable alternative to traditional face-to-face PD and warrants additional investigation. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
ED680983 |
| Database: |
ERIC |