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Hasko, Janna; Rivera, M. Christina; Erbacher, Monica K.; Antia, Shirin D. – Communication Disorders Quarterly, 2022
We conducted a pilot study using intentional teaching strategies with specially designed materials to improve accuracy and production of targeted English morphosyntax structures with six deaf and hard-of-hearing students (kindergarten to first grade). A multiple baseline single-case research design (SCRD) consisting of 20-minute sessions four…
Descriptors: Deafness, Hearing Impairments, Syntax, Morphology (Languages)
Leroux, Audrey J. – Journal of Experimental Education, 2019
This study proposes a new model, termed the multiple membership piecewise growth model (MM-PGM), to handle individual mobility across clusters frequently encountered in longitudinal studies, especially in educational research wherein some students could attend multiple schools during the course of the study. A real data set containing some…
Descriptors: Student Mobility, Longitudinal Studies, Hierarchical Linear Modeling, Grade 1
Dicke, Theresa; Marsh, Herbert W.; Parker, Philip D.; Pekrun, Reinhard; Guo, Jiesi; Televantou, Ioulia – Journal of Educational Psychology, 2018
School-average achievement is often reported to have positive effects on individual achievement (peer spillover effect). However, it is well established that school-average achievement has negative effects on academic self-concept (big-fish-little-pond effect [BFLPE]) and that academic self-concept and achievement are positively correlated and…
Descriptors: Academic Achievement, Self Concept, Peer Influence, Children
D'Agostino, Jerome V.; Rodgers, Emily – Educational Researcher, 2017
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We…
Descriptors: Hierarchical Linear Modeling, Literacy, Achievement Gap, Elementary School Students
Sun, Shuyan; Pan, Wei – International Journal of Research & Method in Education, 2014
As applications of multilevel modelling in educational research increase, researchers realize that multilevel data collected in many educational settings are often not purely nested. The most common multilevel non-nested data structure is one that involves student mobility in longitudinal studies. This article provides a methodological review of…
Descriptors: Statistical Analysis, Hierarchical Linear Modeling, Longitudinal Studies, Educational Research
Little, Catherine A.; Adelson, Jill L.; Kearney, Kelly L.; Cash, Kathleen; O'Brien, Rebecca – Gifted Child Quarterly, 2018
Students who come from low-income backgrounds tend to be underidentified and underserved in gifted education. Early interventions with learners of high potential from underserved groups, including exposure to challenging curriculum and summer opportunities, are important for nurturing these students' talents and preparing them for advanced…
Descriptors: Readiness, Summer Programs, Mathematics Achievement, Low Income Students
Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina – Scientific Studies of Reading, 2018
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…
Descriptors: Reading Instruction, Intervention, Graphemes, At Risk Students
Reinke, Wendy M.; Herman, Keith C.; Dong, Nianbo – Grantee Submission, 2018
This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level…
Descriptors: Randomized Controlled Trials, Classroom Techniques, Teacher Attitudes, Elementary School Teachers
Tichnor-Wagner, Ariel; Garwood, Justin D.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne – Learning Disabilities Research & Practice, 2016
Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary…
Descriptors: Family Environment, Emergent Literacy, Poverty Areas, At Risk Students
Park, Sira; Holloway, Susan D. – Journal of Educational Research, 2017
Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study-Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to…
Descriptors: Longitudinal Studies, Parent Participation, Hierarchical Linear Modeling, Reading Achievement
Kutaka, Traci Shizu; Smith, Wendy M.; Albano, Anthony D.; Edwards, Carolyn Pope; Ren, Lixin; Beattie, Heidi Lynn; Lewis, W. James; Heaton, Ruth M.; Stroup, Walter W. – Journal of Teacher Education, 2017
The present study investigated the effects of "Primarily Math", an inservice elementary mathematics specialist program. "Primarily Math" sought to augment the mathematical knowledge for teaching of kindergarten through third-grade teachers using a longitudinal multiple cohort design. Two sets of analyses were conducted. The…
Descriptors: Elementary School Mathematics, Mathematics Teachers, Faculty Development, Mathematics Achievement
Hooper, Alison – AERA Online Paper Repository, 2016
This study considers whether children who have kindergarten and first grade teachers with certification in early childhood education experience greater gains in reading and math achievement compared to children whose teachers have only elementary education certification. Using data from the Early Childhood Longitudinal Study (ECLS-K), the study…
Descriptors: Preschool Teachers, Elementary School Teachers, Teacher Certification, Early Childhood Education
Youn, Minjong – Early Child Development and Care, 2016
This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…
Descriptors: Teacher Influence, Teacher Attitudes, Outcomes of Education, Teacher Student Relationship
Jackson, Carla Wood; Schatschneider, Christopher; Leacox, Lindsey – Language, Speech, and Hearing Services in Schools, 2014
Purpose: The authors of this study described developmental trajectories and predicted kindergarten performance of Spanish and English receptive vocabulary acquisition of young Latino/a English language learners (ELLs) from socioeconomically disadvantaged migrant families. In addition, the authors examined the extent to which gender and individual…
Descriptors: Receptive Language, Vocabulary Development, Migrant Children, Spanish
O'Connor, Erin E.; Cappella, Elise; McCormick, Meghan P.; McClowry, Sandee G. – Journal of Educational Psychology, 2014
The primary aim of this group randomized trial was to test the efficacy of INSIGHTS Into Children's Temperament (INSIGHTS) in increasing the academic achievement and sustained attention and reducing the disruptive behavior problems of low-income kindergarten and 1st grade children. Twenty-two urban elementary schools serving low-income families…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Program Effectiveness
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