Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Flynt, E. Sutton | 1 |
| Kurian, Jennifer | 1 |
| LaForett, Doré R. | 1 |
| Mills-Brantley, Rachel | 1 |
| Murray, Desiree W. | 1 |
| Ransford-Kaldon, Carolyn | 1 |
| Reed, Jessica James | 1 |
| Ross, Cristin | 1 |
| Stockard, Jean | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 1 |
Education Level
| Elementary Education | 3 |
| Grade 2 | 3 |
| Kindergarten | 3 |
| Early Childhood Education | 2 |
| Grade 1 | 2 |
| Primary Education | 2 |
| Elementary Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 2 |
| Measures of Academic Progress | 1 |
| Minnesota Satisfaction… | 1 |
| Strengths and Difficulties… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkStockard, Jean – Learning Disability Quarterly, 2020
This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules…
Descriptors: Direct Instruction, Program Implementation, Decision Making, Academic Achievement
Download full textLaForett, Doré R.; Murray, Desiree W.; Reed, Jessica James; Kurian, Jennifer; Mills-Brantley, Rachel – Grantee Submission, 2019
The purpose of this paper is to describe the implementation of an evidence-based treatment, the Incredible Years® (IY) Small Group Dina Dinosaur Treatment program, as delivered in elementary schools to address the needs of children in kindergarten through second grade with self-regulation difficulties. Adaptations for school-based delivery of 17…
Descriptors: Kindergarten, Grade 1, Grade 2, Early Childhood Education
Ransford-Kaldon, Carolyn; Flynt, E. Sutton; Ross, Cristin – Society for Research on Educational Effectiveness, 2011
The purpose of this study was twofold: (1) to determine the efficacy of the Leveled Literacy Intervention program (LLI) in increasing reading achievement for K-2 students and (2) to examine LLI program implementation fidelity. This study evaluated LLI in two U.S. school districts and used a mixed-method design to address the following key research…
Descriptors: Reading Achievement, Economically Disadvantaged, Academic Achievement, Program Implementation
