Ben Clarke Ph.D.

Ben

Director of CTL
Associate Professor

UO Email
clarkeb@uoregon.edu
Phone Number
541-346-9120
Work Group
Research Faculty

Education

Ph.D., University of Oregon, 2002, School Psychology
Masters, University of Oregon, 2001, Special Education
BA, Wabash College, 1997, Psychology

Research Interests

  • Early Numeracy Mathematics
  • Multi-Tier Systems of Support
  • Academic Intervention
  • Curriculum-Based Measurement

Principal Investigator for

A Randomized Control Trial of a Tier 2 Sixth Grade Mathematics Intervention
Broadening Participation in Mathematics for English Learners with Mathematics Difficulties: A Multi-Site Impact Study
Building a Flexible and Comprehensive Approach to Supporting Student Development of Whole Number Understanding
Early Learning in Mathematics
Effects of Combined Attention and Academic Interventions for Kindergarten Children with Significant Difficulties in Mathematics
Foundations of Mathematical Understanding: A Randomized Control Trial of a Tier 2 First Grade Mathematics Intervention
Foundations of Mathematical Understanding: Developing a Strategic Intervention On Whole Number Concepts
Investing in Innovation Fund (i3): Validation of the Effectiveness of an Innovative Early Mathematics Intervention for High-Need Students
NumberShire Efficacy: A Multi-Site Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level 1 Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Math Learning Disabilities
Pre-Kindergarten and Kindergarten Mathematics Study
Precision Mathematics: Using Interactive Gaming Technology to Build Student Proficiency in the Foundational Concepts and Problem Solving Skills of Measurement and Data Analysis
Project MAPS: Mapping Non-Response to Math Interventions
Promoting Algebra Readiness
ROOTS Replication: A Systematic Replication of a Tier 2 Kindergarten Mathematics Intervention
ROOTS: A randomized control trial of a tier 2 kindergarten mathematics intervention
USVI: Developing a strategic intervention on rational number concepts