Clinical trial NCT04878757: Implementing Inclusive Fraction Intervention Classwide
Official title: Implementing Inclusive Fraction Intervention Classwide
Study type: INTERVENTIONAL
Overall status: ENROLLING_BY_INVITATION
Phase: NA
Conditions: Math Learning Difficulty
Lead sponsor: Vanderbilt University
Sponsor class: OTHER
First posted: 2021-05-07
Enrollment: 2210
Sex: ALL
Minimum age (years): 8
Maximum age (years): 11
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: TREATMENT

Brief summary: The main purpose of this study is to assess effects of a previously validated fraction intervention when it is conducted classwide on the fraction knowledge of fourth-grade students with and without math learning difficulties (MLD). The study population is 4th-grade students with MLD and without MLD. Teachers agree to be randomly assigned to two conditions. In one condition, teachers include classwide fraction intervention (CFI) in their standard math program. In the other condition, teachers conduct their standard math program without CFI. CFI is implemented 2 times per week for 20 weeks for about 30 minutes each time. Students in both conditions are tested before and after CFI ends.

Detailed description: The study is conducted in the Metropolitan-Nashville Public Schools. Teachers decide if they want to participate. Parents of students in their classrooms decide if they want their children to participate in the study; participation means students complete the study's pretesting and posttesting, and teachers report their test scores on a school-collected measure. Students decide if they want to participate. Teachers complete a survey, report student scores on the school-collected measure, and are observed during CFI implementation.

Each CFI session comprises 3 segments. In Segment 1 (10-12 minutes), teachers conduct that day's CFI lesson. In Segment 2 (10-12 minutes), students work in pairs, taking turns being "coach" and "player" as they explain their thinking and solution strategies taught in that day's Segment 1. Students use CFI help cards to provide constructive feedback to each other. Segment 3 (5-7 minutes) is independent practice.

The primary end-points are students' posttest fraction ordering, fraction number line estimate, fraction calculations. Secondary end-points are students' performance on more distal fraction measures. Other measures are a teacher survey describing fractions instruction and reliance on CFI procedures and their perceptions of CFI's effectiveness and feasibility, as well as CFI adherence from audio recordings and live observations of teachers implementing CFI.

Eligibility criteria: Inclusion Criteria:

* To enter the study, students must meet the following criteria. They must attend a Metropolitan-Nashville Public School whose principal has given permission for his/her school to participate and participate in a fourth-grade classroom whose teacher has agreed to let her/his students participate.

Exclusion Criteria:

* We exclude students with identified intellectual disability from study data collection because CFI is not designed to meet the needs of this population. There are no other exclusions.

Primary outcomes:
measure: Change in Fraction Ordering Score
timeFrame: Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.
measure: Change in Fraction Number Line Estimation Score
timeFrame: Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.
measure: Change in Fraction Calculations Score
timeFrame: Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.
Secondary outcomes:
measure: Change in Fraction Arithmetic Number Line Estimation Score
timeFrame: Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.
measure: National Assessment of Educational Progress (NAEP) Released Fraction Items - Updated
timeFrame: Measurement will take place within three weeks after the end of intervention
measure: Change in Fraction Magnitude & Calculations in Context Score
timeFrame: Pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.
measure: Measures of Academic Progress (MAP)
timeFrame: Within six weeks of intervention completion
Other outcomes:
measure: Fall Teacher Survey
timeFrame: 4-6 weeks after intervention begins
measure: Spring Teacher Survey
timeFrame: 14-16 weeks after intervention begins
Locations:
city: Nashville
country: United States
facility: Metropolitan Nashville Public Schools
state: Tennessee
Study officials:
affiliation: Vanderbilt University
name: Lynn Fuchs, Ph.D.
role: PRINCIPAL_INVESTIGATOR
References: