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Tonya Campbell – ProQuest LLC, 2024
Proficiency in reading is an essential skill for achieving success in the modern era, and African American students have struggled with reading due to insufficient support during literacy instruction. Through the implementation of the Science of Reading™ course, this research aimed to examine the effect of the Language Essentials for Teachers of…
Descriptors: Grade 3, African American Students, Males, Reading Instruction
Kamika D. Dixon – ProQuest LLC, 2024
The purpose of this study was to examine how the implementation of the Wilson's Language Training program, Fundations, influences the reading growth of first-grade graders. Reading proficiency at the school in this study was quite low at six percent. During the intervention, emphasis was placed on phonemic awareness. The Wilson's Fundations…
Descriptors: Reading Achievement, Low Achievement, Institutional Characteristics, Grade 1
Erica Joy Cupuro – ProQuest LLC, 2024
This study evaluated the effectiveness of faithful use of Imagine Math, a computer adaptive math intervention for elementary students in grades three through five. To achieve this objective, the researcher compared the math achievement growth as measured by the NWEA MAP math assessments from fall 2021 to spring 2022 between the treatment group and…
Descriptors: Mathematics Achievement, Program Implementation, Fidelity, Intervention
Miller, Julia; Evans, Ryan – Wilder Research, 2022
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2021-22 school year. [For the 2020-21 report, see ED619377.]
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education
Derek John Varansky – ProQuest LLC, 2020
A rural Midwestern school district the Measures of Academic Progress (MAP) adaptive assessment did not yield the expected improvements in student outcomes. Therefore, the purpose of this qualitative study was to better understand teacher practice regarding MAP implementation. The conceptual framework was based on Fullan and Langworthy's change…
Descriptors: Elementary School Teachers, Early Childhood Teachers, Middle School Teachers, Secondary School Teachers
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
Via, Amy; Beaird, Brian; Fowler, Brian – ProQuest LLC, 2018
The purpose of this study was to determine the impact of the Core Knowledge Language Arts (CKLA) program as implemented by ABC District on pre-kindergarten students' Early Screening Inventory (ESI) academic assessment scores and kindergarten through second- grade students' Northwest Evaluation Association-Measure of Academic Progress (NWEA- MAP)…
Descriptors: Achievement Tests, Program Implementation, Language Arts, Primary Education
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Stockard, 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
Connell, Emma; Miller, Julia – Wilder Research, 2021
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2020-21 school year. [For the 2019-20 report, see ED619376.]
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education
Connell, Emma; Miller, Julia; Ly, Bunchung – Wilder Research, 2020
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program. It includes satisfaction and outcome data for the 2019-20 school year.
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education
Connell, Emma – Wilder Research, 2018
This report presents findings from the annual evaluation of the MacPhail Afterschool Intensive Strings Program. It covers the 2017-18 school year and looks at student progress reports, academic data, and student and parent satisfaction with the program. [For the 2016-17 report, see ED619344.]
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education
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Kim, James S.; Asher, Catherine A.; Burkhauser, Mary; Mesite, Laura; Leyva, Diana – AERA Open, 2019
This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or…
Descriptors: Computer Oriented Programs, Educational Technology, Technology Uses in Education, Randomized Controlled Trials
Connell, Emma; Gozali-Lee, Edith – Wilder Research, 2017
This report presents findings about the MacPhail Afterschool Intensive Strings Program in 2016-17. It shows that students who participated in the program are regularly attending school, maintaining or improving their math and reading proficiency scores, and reporting that they enjoy school. [For the 2015-16 report, see ED619373.]
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education
Connell, Emma; Gozali-Lee, Edith – Wilder Research, 2016
This report presents findings about the Afterschool Intensive Strings Program in 2015-16, which provides instruction to students with limited access to music education. The evaluation examines how participation in the program affects students' academic achievement, non-academic skills, and musical skills and knowledge.
Descriptors: Musical Instruments, After School Programs, Program Effectiveness, Music Education