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Download full textCurtis Jones; Marlo Reeves; Dongmei Li – School Community Journal, 2023
Future Forward is an early elementary literacy program which, through a family-school-community partnership approach, integrates one-on-one tutoring and family engagement to support literacy development at school and at home. In the 2020-21 school year, as part of an Education Innovation and Research (EIR) Mid-Phase grant, the impact of a modified…
Descriptors: Program Implementation, COVID-19, Pandemics, Emergent Literacy
Direct linkJoseph Mia Gutierrez-Woods – ProQuest LLC, 2022
The phenomenon of Emergency Remote Instruction (ERI) is not new, but in 2020 it was experienced at a historic scale. The purpose of this study was to examine the parent engagement experiences of parents with students in kindergarten through second grade during the COVID-19 school closings and their perceptions of their roles through the lenses of…
Descriptors: Parents, Kindergarten, Young Children, Elementary School Students
Chalfant, Charles Garrett – ProQuest LLC, 2019
Students who struggle to read at an early age are likely to continue struggling for not only the rest of their schooling, but the rest of their lives. Schools need to begin adopting research-based reading programs and measuring their effectiveness formatively throughout the school year. Research suggests that effective reading programs need to…
Descriptors: Reading Programs, Program Effectiveness, Reading Difficulties, Elementary School Students
Sutherland, Kevin S.; Conroy, Maureen A.; McLeod, Bryce D.; Kunemund, Rachel; McKnight, Kim – Journal of Emotional and Behavioral Disorders, 2019
Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Students, Evidence Based Practice
Sutherland, Kevin S.; Conroy, Maureen A.; McLeod, Bryce D.; Kunemund, Rachel; McKnight, Kim – Grantee Submission, 2019
Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Students, Evidence Based Practice
Algozzine, Bob; Wang, Chuang; White, Richard; Cooke, Nancy; Marr, Mary Beth; Algozzine, Kate; Helf, Shawnna S.; Duran, Grace Zamora – Exceptional Children, 2012
This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…
Descriptors: Disabilities, Emergent Literacy, Discipline, Program Effectiveness
