Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 10 |
Descriptor
Comparative Analysis | 10 |
Decision Making | 8 |
Grade 3 | 7 |
Elementary School Students | 6 |
Achievement Tests | 4 |
Grade 5 | 4 |
Academic Achievement | 3 |
Achievement Gains | 3 |
Grade 4 | 3 |
Teaching Methods | 3 |
At Risk Students | 2 |
More ▼ |
Source
ProQuest LLC | 3 |
American Educational Research… | 1 |
Developmental Psychology | 1 |
Educational Planning | 1 |
Exceptional Children | 1 |
Journal of Direct Instruction | 1 |
Journal of Speech, Language,… | 1 |
Regional Educational… | 1 |
Author
Algozzine, Bob | 1 |
Algozzine, Kate | 1 |
Cooke, Nancy | 1 |
Curry, Michael | 1 |
De Neys, Wim | 1 |
Duncanson, Edward | 1 |
Duran, Grace Zamora | 1 |
Gallimore, Ronald | 1 |
Goldenberg, Claude N. | 1 |
Helf, Shawnna S. | 1 |
Kaniuka, Theodore S. | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 6 |
Dissertations/Theses -… | 3 |
Reports - Descriptive | 1 |
Education Level
Elementary Education | 10 |
Grade 3 | 10 |
Early Childhood Education | 6 |
Grade 5 | 5 |
Primary Education | 5 |
Grade 4 | 4 |
Grade 2 | 3 |
Intermediate Grades | 3 |
Middle Schools | 3 |
Kindergarten | 2 |
Grade 1 | 1 |
More ▼ |
Audience
Location
California | 1 |
Oregon | 1 |
Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic… | 1 |
Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
Does not meet standards | 2 |
Duncanson, Edward; Curry, Michael – Educational Planning, 2020
The changing nature of education has forced educators to rethink the role of classrooms in student learning. Prior research has shown that the environmental and structural design of education centers impact student learning. With a dozen variables to deal with, classroom designers are faced with the daunting task of selecting one plan from the…
Descriptors: Classroom Design, Learning Processes, Models, Grade 3
Regional Educational Laboratory Northwest, 2021
This Study Snapshot highlights key findings from a study that examines full-day kindergarten (FDK) implementation in Oregon. The evidence base on FDK is generally positive for short-term effects and unclear for longer-term effects, with some prior research associating FDK with gains in student outcomes such as grade 3 math and reading standardized…
Descriptors: Kindergarten, School Schedules, Outcomes of Education, Grade 3
Park, Jisook; Miller, Carol A.; Mainela-Arnold, Elina – Journal of Speech, Language, and Hearing Research, 2015
Purpose: This study investigated the relative utility of linguistic and nonlinguistic processing speed tasks as predictors of language impairment (LI) in children across 2 time points. Method: Linguistic and nonlinguistic reaction time data, obtained from 131 children (89 children with typical development [TD] and 42 children with LI; 74 boys and…
Descriptors: Language Processing, Language Impairments, Predictor Variables, Reaction Time
Margo, Desiree Marie – ProQuest LLC, 2013
The intense focus on standards and accountability is rapidly altering the education environment. Often the gauge for measuring school effectiveness is performance on high-stake state tests. In this retrospective cohort comparison study, I observe the relation between the use of curriculum-based measures (CBMs) for reading and change on a state…
Descriptors: Accountability, Decision Making, Reading Tests, High Stakes Tests
De Neys, Wim; Vanderputte, Karolien – Developmental Psychology, 2011
Developmental studies on heuristics and biases have reported controversial findings suggesting that children sometimes reason more logically than do adults. We addressed the controversy by testing the impact of children's knowledge of the heuristic stereotypes that are typically cued in these studies. Five-year-old preschoolers and 8-year-old…
Descriptors: Concept Formation, Thinking Skills, Child Development, Adults
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
Salazar, Minerva Mungia – ProQuest LLC, 2013
Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for…
Descriptors: Academic Achievement, Montessori Schools, Montessori Method, Elementary School Students
Vitale, Michael R.; Medland, Michael B.; Kaniuka, Theodore S. – Journal of Direct Instruction, 2010
This study investigated whether the use of "Spelling Through Morphographs" (Lessons 1-45) designed for grade 3-adult students could be effective when implemented in an above-average educational setting with grade 2 students. Using a cross-grade, longitudinal design, designed to provide a methodological foundation for addressing the acceleration of…
Descriptors: Spelling, Effect Size, Grade 5, Grade 4
Roshong, Edward Dean – ProQuest LLC, 2009
This study investigated the effectiveness of a standard protocol Tier 2 reading intervention among third and fifth grade students and the methodologies used to determine the intervention's effectiveness. Several confounding covariates were observed as a result of utilizing eligibility criteria for assignment to the Tier 2 intervention condition.…
Descriptors: Academic Achievement, Achievement Tests, Program Effectiveness, Effect Size
Saunders, William M.; Goldenberg, Claude N.; Gallimore, Ronald – American Educational Research Journal, 2009
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using…
Descriptors: Teacher Collaboration, Experimental Groups, Academic Achievement, Teacher Leadership