The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This…

Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do…

The purpose of this study was to determine if one-to-one Chromebook use has an effect on student engagement and how one-to-one Chromebooks are used as an instructional tool. Specifically, what are the perceptions of middle school administrators and middle school core content-area teachers on one-to-one Chromebook use as an instructional tool and…

American schools are becoming increasingly diverse, with an estimated 17 million first- and second-generation refugee and immigrant children residing in the United States. English learners navigate the challenges of learning how to read, write, and speak a new language, all while being expected to stay on grade level. Classroom teachers nationwide…

Research on problem-based learning (PBL) has tended to focus on the graduate level of education, paying less attention to the primary school level and to what is involved for students during the implementation of PBL. In this paper we take a step towards addressing this need for research by reporting findings from a descriptive, explanatory case…

Physical inactivity is an increasing problem among children and adolescents. The TAKE 10!® program, which integrates physical activity (PA) into academic subjects, was implemented in one elementary school in Magna, Utah to increase children's daily in-school PA. A three-study approach was used to examine: (a) effects of TAKE 10!® on elementary…

This study sought to understand how aspects of middle school mathematics teachers' knowledge and conceptions are related to their enactment of cognitively demanding tasks. I defined the enactment of cognitively demanding tasks to involve task selection and maintenance of the cognitive demand of high-level tasks and examined those two…

Twelve seventh- and eighth-grade students with emotional disturbance participated in a multiple probe, multiple baseline design two-phase intervention study to improve persuasive writing skills. The first phase after baseline taught students to plan and write persuasive essays including counterarguments. In the second phase, students were taught…

This qualitative study examined the amount of time that fourth and fifth grade teachers devoted to literacy instruction within the time allotted to them within the daily literacy block. Prior research of the literacy block focused largely on primary grades (Allington, McGill-Franzen et a1.,2010; Cunningham & Allington, 2003; Morrow, 1992);…

Thirty-one middle school students (grades 4-7) were interviewed at length about their perspectives regarding academic and social inclusion of students with disabilities; the barriers they perceive to a compassionate, inclusive learning community; and what they believe helps overcome these barriers. In discussing the inclusion of students with…

Public schools stress the need for students to become informed and engaged citizens, however social studies instruction is becoming marginalized in many elementary schools today, the very area where they learn citizenship and about the world around them. This study seeks to: understand the reason for the loss of instructional time for social…

This qualitative collective case study examined the practice strategies of two eighth-grade instrumentalists. Participants included two student-parent pairs from the author's school district. Data were obtained through interviews and videotaped practice sessions. Results are presented according to two main themes: practice description versus…

This research study sought to understand the current state of Holocaust education in Romanian classrooms and how sociocultural and institutional forces influence its treatment. By identifying the obstacles, challenges, and successes of Holocaust education in Romania, this study can both disseminate the techniques and conditions that bring about…

In the winter and spring of 2007-08, the Center on Education Policy (CEP) expanded its ongoing research on the impact of the No Child Left Behind Act (NCLB) by conducting case studies of six schools in Rhode Island to learn more about the influence of NCLB and related state accountability policies on curriculum, instruction, and student…