Dissertation/Thesis Abstract

Evaluating early numeracy skills in preschool children: A program evaluation of rural Head Start classrooms
by Alger, Megan W., Psy.D., Alfred University, 2015, 93; 3714783
Abstract (Summary)

Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children’s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, Mathematics: A Creative Curriculum Approach, which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group.

Indexing (document details)
Advisor: O'Connell, Lynn M.
Commitee: Burch, Andrea, Gaughan, Edward, Lauback, Cris
School: Alfred University
Department: Division of Counseling and School Psychology
School Location: United States -- New York
Source: DAI-A 76/12(E), Dissertation Abstracts International
Subjects: Education, Early childhood education, Curriculum development
Keywords: Curriculum, Early education, Head start, Preschool, School psychology
Publication Number: 3714783
ISBN: 978-1-321-92543-2
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