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Showing 1 to 15 of 24 results Save | Export
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Knake, Kaitlin Torphy; Chen, Zixi; Yang, Xiuqi; Tait, Jordan – Elementary School Journal, 2021
In an era of social media, and amid the coronavirus pandemic, teachers' curation of instructional resources stands as an opportunity to observe teachers' planning and conceptualization of their practice in real time. This work explores the resources teachers curate, their rigor, and the effects on students' learning across years. Merging big data…
Descriptors: Social Media, Academic Achievement, Elementary School Mathematics, Instructional Materials
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Chine, Danielle R.; Larwin, Karen H. – International Journal of Research in Education and Science, 2022
Hierarchical linear modeling (HLM) has become an increasingly popular multilevel method of analyzing data among nested datasets, in particular, the effect of specialized academic programming within schools. The purpose of this methodological study is to demonstrate the use of HLM to determine the effectiveness of STEM programming in an Ohio middle…
Descriptors: Middle Schools, STEM Education, Instructional Effectiveness, Program Development
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Cook, Michael; Ross, Steven M. – Center for Research and Reform in Education, 2022
The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction that met Curriculum Associates' recommended usage levels on mathematics achievement, as measured by the Massachusetts Comprehensive Assessment System (MCAS) mathematics assessment. This study compared mathematics achievement growth of students who used…
Descriptors: Mathematics Achievement, Mathematics Instruction, Program Evaluation, Individualized Instruction
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Nelson, Peter M.; Van Norman, Ethan R.; Parker, David C.; Cormier, Damien C. – Journal of Applied School Psychology, 2019
Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the…
Descriptors: Intervention, Program Implementation, Fidelity, Pedagogical Content Knowledge
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Hedberg, E. C.; Hedges, Larry – Society for Research on Educational Effectiveness, 2017
The purpose of this paper is to showcase new research that seeks to provide guidance on the heterogeneity of treatment effects by utilizing the variance of demographic differences in state assessments. This study is focused on a simple randomized block design where students are nested within schools, and within each school students are randomized…
Descriptors: Databases, Randomized Controlled Trials, Educational Research, Research Design
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Schulte, Ann C.; Stevens, Joseph J.; Elliott, Stephen N.; Tindal, Gerald; Nese, Joseph F. T. – Journal of Educational Psychology, 2016
Reading comprehension growth trajectories from 3rd to 7th grade were estimated for 99,919 students on a state reading comprehension assessment. We examined whether differences between students in general education (GE) and groups of students identified as exceptional learners were best characterized as stable, widening, or narrowing. The groups…
Descriptors: Reading Comprehension, Achievement Gap, Disabilities, Reading Tests
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Dawes, Molly; Xie, Hongling – Journal of Early Adolescence, 2017
The trajectory of early adolescents' popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from the spring semester of fifth grade through the spring semester of seventh grade with the transition to middle school occurring between the fifth and…
Descriptors: Peer Acceptance, Goal Orientation, Gender Differences, Ethnic Groups
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Altermatt, Ellen Rydell – Journal of Experimental Education, 2015
This study examined the role that everyday academic successes and failures--and the interactions with family members and peers that follow these events--play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic…
Descriptors: Middle School Students, Student Experience, Family Relationship, Peer Relationship
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Havik, Trude – School Effectiveness and School Improvement, 2017
This study investigated bullying victims' perceptions of their teachers' support and monitoring when controlling for level of mental health problems, peer relationships, gender, and grade level. Given the nested structure of the data, multilevel analyses were employed to examine these associations. The quality of classroom interaction is highly…
Descriptors: Foreign Countries, Bullying, Victims, Student Attitudes
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Foley-Nicpon, Megan; Assouline, Susan G.; Kivlighan, D. Martin; Fosenburg, Staci; Cederberg, Charles; Nanji, Michelle – High Ability Studies, 2017
Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…
Descriptors: Social Development, Talent Development, Intervention, Interpersonal Competence
Stevens, Joseph J.; Schulte, Ann C. – Journal of Learning Disabilities, 2017
This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower…
Descriptors: Learning Disabilities, Mathematics Instruction, Student Characteristics, Mathematics Achievement
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Morin, Alexandre J. S.; Marsh, Herbert W.; Nagengast, Benjamin; Scalas, L. Francesca – Journal of Experimental Education, 2014
Many classroom climate studies suffer from 2 critical problems: They (a) treat climate as a student-level (L1) variable in single-level analyses instead of a classroom-level (L2) construct in multilevel analyses; and (b) rely on manifest-variable models rather than on latent-variable models that control measurement error at L1 and L2, and sampling…
Descriptors: Classroom Environment, Hierarchical Linear Modeling, Structural Equation Models, Grade 5
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Gilstad-Hayden, Kathryn; Carroll-Scott, Amy; Rosenthal, Lisa; Peters, Susan M.; McCaslin, Catherine; Ickovics, Jeannette R. – Journal of School Health, 2014
Background: Schools are an important environmental context in children's lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment beyond…
Descriptors: Preadolescents, Body Composition, Educational Environment, Urban Schools
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Agirdag, Orhan; Merry, Michael S.; Van Houtte, Mieke – Education and Urban Society, 2016
The bulk of scholarship on multicultural education continues to focus exclusively on U.S. education. Previous studies published in this field also have focused largely on topics that are considered relevant for the United States, whereas little attention has been paid to topics that are less problematized in the United States. In this mixed-method…
Descriptors: Course Content, Surveys, Teacher Attitudes, Multicultural Education
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Murphy, Daniel L.; Beretvas, S. Natasha – Applied Measurement in Education, 2015
This study examines the use of cross-classified random effects models (CCrem) and cross-classified multiple membership random effects models (CCMMrem) to model rater bias and estimate teacher effectiveness. Effect estimates are compared using CTT versus item response theory (IRT) scaling methods and three models (i.e., conventional multilevel…
Descriptors: Teacher Effectiveness, Comparative Analysis, Hierarchical Linear Modeling, Test Theory
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