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Eva Olsson – Language Teaching Research, 2025
Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students' second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized…
Descriptors: Foreign Countries, Secondary School Students, English (Second Language), Second Language Learning
David Furjanic; Irin Mannan; Jillian C. Hamilton; Joseph F. T. Nese; Sean Austin; Sara Izzard; Rhonda N. T. Nese – Grantee Submission, 2021
Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…
Descriptors: Intervention, Discipline Policy, Skill Development, Outcomes of Education
Grannon, Katherine Y.; Nanney, Marilyn S.; Wang, Qi; Larson, Nicole; Hearst, Mary O.; Berge, Jerica; Caspi, Caitlin E. – Journal of School Health, 2020
Background: Breakfast consumption often decreases as youth get older. The School Breakfast Program (SBP) provides an opportunity to intervene and increase breakfast consumption, especially among high school students. Methods: Project breakFAST implemented an expanded breakfast service at 12 high schools. In this longitudinal evaluation, school…
Descriptors: High School Students, Breakfast Programs, Grade 9, Grade 10
David Furjanic; Irin Mannan; Jillian C. Hamilton; Joseph F. T. Nese; Sean Austin; Sara Izzard; Rhonda N. T. Nese – Journal of Applied School Psychology, 2022
Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…
Descriptors: Intervention, Discipline Policy, Skill Development, Outcomes of Education
Knapp, Mariella; Kilian, Michaela; Katschnig, Tamara – Journal of Pedagogy, 2020
Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students' school experiences are situated within the school. Using the…
Descriptors: Middle School Students, Educational Policy, Foreign Countries, Teacher Student Relationship
Grantee Submission, 2021
Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12…
Descriptors: Program Evaluation, Health Programs, Health Education, High School Students
Kim, Jerin; McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T. – Behavioral Disorders, 2018
The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K-12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of…
Descriptors: Longitudinal Studies, Positive Behavior Supports, Fidelity, Program Implementation
Young, Viki; House, Ann; Sherer, David; Singleton, Corinne; Wang, Haiwen; Klopfenstein, Kristin – Teachers College Record, 2016
This chapter presents a case study of scaling up the T-STEM initiative in Texas. Data come from the four-year longitudinal evaluation of the Texas High School Project (THSP). The evaluation studied the implementation and impact of T-STEM and the other THSP reforms using a mixed-methods design, including qualitative case studies; principal,…
Descriptors: STEM Education, Case Studies, Mixed Methods Research, Quasiexperimental Design
San Isidro, Xabier; Lasagabaster, David – Language Teaching Research, 2019
Although CLIL (content and language integrated learning) programmes are now globally expanding, the number of studies that have examined their impact on both multiple language learning (students' L1, L2 and English as a foreign language) and content learning are scarce. This study investigates the effects of a CLIL programme implemented in a rural…
Descriptors: Multilingualism, English (Second Language), Language of Instruction, Course Content
Merrill, Lisa – Research Alliance for New York City Schools, 2020
The evaluation of the iMentor College Ready Program follows two consecutive cohorts of incoming 9th graders at each of eight participating New York City high schools. The first cohort of students in the study sample from these schools was enrolled in the 9th grade in the 2012-2013 school year, and the second cohort was enrolled in 9th grade in…
Descriptors: Mentors, Educational Change, College Readiness, Computer Mediated Communication
Nese, Rhonda; McIntosh, Kent; Nese, Joseph; Hoselton, Robert; Bloom, Jerry; Johnson, Nanci; Richter, Mary; Phillips, Danielle; Ghemraoui, Adam – Behavioral Disorders, 2016
This study examines predictors of abandonment of evidence-based practices through descriptive analyses of extant state-level training data, fidelity of implementation data, and nationally reported school demographic data across 915 schools in three states implementing school-wide positive behavioral interventions and supports (SWPBIS). Schools…
Descriptors: Positive Behavior Supports, Predictor Variables, Program Implementation, Fidelity
Vernon, Lynette; Watson, Stuart J.; Taggart, Andrew – Australian and International Journal of Rural Education, 2018
Young people in low socioeconomic (SES) regions, including regional and rural areas of Australia, aspire to attend university after high school at a comparable rate to young people in higher SES regions. However, without concrete opportunities to support and develop their aspirations, students in regional areas are unable to internalize the goals…
Descriptors: Outreach Programs, Partnerships in Education, Academic Aspiration, Foreign Countries
Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A. – Educational Research and Evaluation, 2016
This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…
Descriptors: Positive Behavior Supports, Academic Achievement, Elementary School Students, Middle School Students
Childs, Karen Elfner; Kincaid, Don; George, Heather Peshak; Gage, Nicholas A. – Journal of Positive Behavior Interventions, 2016
School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a systems approach to supporting the social and emotional needs of all children utilized by more than 21,000 schools across the nation. Data from numerous studies and state projects' evaluation reports point to the impact of SWPBIS on student outcomes (office discipline referrals…
Descriptors: Positive Behavior Supports, Intervention, Discipline Problems, Suspension
Trainor, Audrey A.; Morningstar, Mary E.; Murray, Angela – Learning Disability Quarterly, 2016
Transition planning is conceptually and empirically linked to successful postschool outcomes for adolescents with disabilities and has been legally mandated for more than two decades. Unfortunately, young adults with high-incidence disabilities, including learning disabilities (LD), emotional disabilities (ED), and attention-deficit/hyperactivity…
Descriptors: Transitional Programs, National Surveys, Longitudinal Studies, Incidence