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Linda P. Juang; Maja K. Schachner; Tugçe Aral; Miriam Schwarzenthal; David Kunyu; Hanna Löhmannsröben – Social Psychology of Education: An International Journal, 2024
We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M[subscript age] = 12.35 years, SD[subscript age] = 0.69) from 7th…
Descriptors: Foreign Countries, Adolescents, Middle School Students, Longitudinal Studies
Geoffrey Borman; Trisha Borman; Cong Ye; Lauren Stargel – Society for Research on Educational Effectiveness, 2024
Background: To combat stereotype threat, several school-based field trials have leveraged self-affirmation theory (Steele & Liu, 1983; Liu & Steele, 1986), wherein affirming one's important beliefs and values can buffer against identity threats. Self-affirmation theory posits that individuals are motivated to maintain a positive overall…
Descriptors: Middle School Students, Writing Assignments, Self Advocacy, Self Determination
Lammert, Catherine; Tily, Susan Elizabeth – New Educator, 2022
The purpose of this qualitative design-based study was to use peer coaching as an intervention to encourage preservice teachers (PTs) to enact adaptive teaching. Twenty PTs were instructed in the use of a reflective model for peer coaching. Then, co-teaching in pairs, PTs taught using a curricular model requiring adaptiveness, and they provided…
Descriptors: Literacy Education, Coaching (Performance), Peer Teaching, Feedback (Response)
Kristen Secora; Kimberly Wolbers; Hannah Dostal – Grantee Submission, 2022
Purpose: This tutorial describes how a speech-language pathologist (SLP) might incorporate writing-based principles into therapy sessions to target a variety of speech and language goals for Deaf and Hard of Hearing (DHH) children in addition to writing. We present an illustrative example of one SLP's experience implementing Strategic and…
Descriptors: Writing Instruction, Therapy, Deafness, Children
Di Bartolo, Christina A.; Abikoff, Howard; McDonald, Margaret; Gallagher, Richard – Psychology in the Schools, 2021
Effective organizational skills (e.g., time management, materials management, and task planning) are associated with academic success, yet some children struggle to gain these skills without intervention. While evidence-based organizational skills interventions for pediatric clinical populations exist, none target organizationally impaired general…
Descriptors: Time Management, Planning, Skill Development, Training
Vilz, Delia; Barwasser, Anne; Hoff, Susanne; Grünke, Matthias – Insights into Learning Disabilities, 2022
Writing is considered the most arduous academic task in school. Many students struggle with motivating themselves to engage in text production due to the enormous cognitive load it requires. In this pilot study, we used a simple electronic device that emits silent vibration signals at programmed intervals to help five sixth graders to stay focused…
Descriptors: Writing (Composition), Student Motivation, Grade 6, Writing Assignments
Kelly McGinn; Laura Young; Alexandra Huyghe; Julie Booth – Journal of Research on Educational Effectiveness, 2024
Recent work has demonstrated that having students study worked examples and answer self-explanation prompts as part of their problem-solving practice improves learning on researcher-developed measures of mathematical proficiency. However, little work has been done to date to investigate whether these benefits translate to improvements on the types…
Descriptors: Problem Solving, Prompting, Mathematics Tests, Standardized Tests
Kelly M. McGinn; Laura K. Young; Alexandra Huyghe; Julie L. Booth – Grantee Submission, 2023
Recent work has demonstrated that having students study worked examples and answer self-explanation prompts as part of their problem-solving practice improves learning on researcher-developed measures of mathematical proficiency. However, little work has been done to date to investigate whether these benefits translate to improvements on the types…
Descriptors: Problem Solving, Prompting, Mathematics Tests, Standardized Tests
Walsh, Apryl Suzanne – ProQuest LLC, 2022
The purpose of this qualitative descriptive study was to explore what elementary teachers recommend and understand in identifying appropriate referral and classroom support placement procedures of English language learners with a suspected disability in the southeastern United States. Incorporating the conceptual frameworks of Bandura (1977) and…
Descriptors: Elementary School Teachers, Teacher Attitudes, Identification, Referral
Joshua C. Bennett – ProQuest LLC, 2024
Extant research indicates culturally relevant literature (CRL) is linked to increased reading comprehension and interest in reading for Latinx students as well as other student groups. Current research also shows CRL can support home literacy instruction, facilitate writing instruction, foster sociopolitical awareness, underpin behavior…
Descriptors: Culturally Relevant Education, Cultural Relevance, Scoring Rubrics, Literature
Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K.; Cheung, Chi-Ngai – Journal of Educational Psychology, 2020
We report the results of a preregistered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no 2 consecutive problems require the same…
Descriptors: Randomized Controlled Trials, Mathematics Instruction, Grade 7, Assignments
Nobles, Susanne; Anderson, Daniel; Raman, Manjula; Laird, Katy; Tindal, Gerald – Behavioral Research and Teaching, 2018
This study was premised on the importance of vocabulary in comprehending text. Critical findings from both the National Reading Plan (NRP) and the National Reading Technical Assistance Center (NRTAC) frame this study, both in the intervention that was implemented and in the manner in which outcomes were measured. Using expository passages…
Descriptors: Reading Comprehension, Vocabulary Development, Intervention, Program Effectiveness
Evmenova, Anya S.; Regan, Kelley; Ahn, Soo Y.; Good, Kevin – Learning Disabilities: A Contemporary Journal, 2020
Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded…
Descriptors: Teaching Methods, Educational Technology, Technology Uses in Education, Writing Instruction
Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K.; Cheung, Chi-Ngai – Grantee Submission, 2019
We report the results of a pre-registered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no two consecutive problems require the same…
Descriptors: Randomized Controlled Trials, Mathematics Instruction, Grade 7, Assignments
Ates, Seyit – Reading Improvement, 2019
In the present study, it was aimed to explore effects of repeated reading fluency intervention with performance based feedback on a student with reading difficulty. In the research, it was studied with a student having reading difficulties determined prior to intervention. During the intervention which lasted 38 hours, the activities including…
Descriptors: Reading Skills, Reading Fluency, Performance Based Assessment, Feedback (Response)