Benjamin Clarke

Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Doabler, C. T., Clarke, B., Firestone, A. R., Turtura, J. E., Jungjohann, K. J., Brafford, T. L., Sutherland, M., Nelson, N. J., & Fien, H. (2019). Applying the curriculum research framework in the design and development of a technology-based tier 2 mathematics intervention. Journal of Special Education Technology, 34(3), 176–189. doi: 10.1177/0162643418812051*
  • Doabler, C. T., Clarke, B., Kosty, D., Turtura, J. E., Firestone, A. R., Smolkowski, K., Jungjohann, K., Brafford, T. L., Nelson, N. J., Sutherland, M., Fien, H., & Maddox, S. A. (2019). Efficacy of a first-grade mathematics intervention on measurement and data analysis. Exceptional Children, 86, 77–94. doi: 10.1177/0014402919857993*
  • Clarke, B., Doabler, C. T., Smolkowski, K., Turtura, J., Kosty, D., Kurtz Nelson, E., Fien, H., & Baker, S. K. (2019). Exploring the relationship between initial mathematics skill and the impact of a kindergarten mathematics intervention on student mathematics outcomes. Exceptional Children, 85(2), 129–146. doi: 10.1177/0014402918799503
  • Clarke, B., Strand Cary, M. G., Shanley, L., & Sutherland, M. (2018). Exploring the promise of a number line assessment to help identify students at-risk in mathematics. Assessment for Effective Intervention, Advanced online publication. doi: 10.1177/1534508418791738
  • Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. (2017). Testing the efficacy of a kindergarten mathematics intervention by small group size. AERA Open, 3(2), 1–16. doi: 10.1177/2332858417706899
The University of Texas at Austin

The purpose of this project is to rigorously test the efficacy of the Precision Mathematics First-Grade (PM-1) intervention on the mathematics outcomes of English learners (ELs) who face mathematics difficulties (MD). The PM-1 intervention is designed to support students with or at risk for MD in developing a robust understanding of the underlying concepts, problem-solving skills, and vocabulary of early measurement and statistical investigation. This study will examine student response to the PM-1 intervention based on variables such as students' initial mathematics skill levels and proficiency in English, and explore how the rate and quality of mathematics discourse opportunities for ELs may predict gains in mathematics outcomes.

University of Oregon (UO)

The purpose of this project is to develop and conduct initial studies of a multi-grade program targeting critical early math concepts. The project is designed to address equitable access to mathematics and STEM learning for all students, including those with or at-risk for learning disabilities and underrepresented groups.

University of Oregon (UO)

The purpose of this project is to develop a home mathematics environment (HME) intervention for preschool-aged children with developmental delays (DD). The project includes caregivers of children with DD as collaborators in the iterative design process to develop feasible and sustainable HME intervention activities.

University of Oregon (UO)

The purpose of this 4-year project is to improve student mathematics achievement by developing a mathematics intervention focused on key measurement and data analysis skills. The PM intervention will be designed for first and second grade students who are experiencing mathematics difficulties. To increase student mathematics achievement, the intervention will include: (a) a technology-based component and (b) hands-on activities.