Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 9 |
Descriptor
Source
Author
| Jones, Earl | 2 |
| Alonzo, Julie | 1 |
| Anderson, Emily | 1 |
| Anthony, Jennifer | 1 |
| Baron, Alex | 1 |
| Carey, John | 1 |
| Chernoff, Jodi Jacobson | 1 |
| Clark, Christina | 1 |
| Cooper-Martin, Elizabeth | 1 |
| Curry, Janice | 1 |
| Duncan, Greg J. | 1 |
| More ▼ | |
Publication Type
| Numerical/Quantitative Data | 13 |
| Reports - Research | 9 |
| Reports - Evaluative | 4 |
| Information Analyses | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 7 |
| Early Childhood Education | 5 |
| Intermediate Grades | 4 |
| Middle Schools | 4 |
| Preschool Education | 3 |
| Primary Education | 3 |
| Grade 5 | 2 |
| Grade 6 | 2 |
| Grade 7 | 2 |
| Grade 8 | 2 |
| Junior High Schools | 2 |
| More ▼ | |
Audience
| Policymakers | 1 |
| Practitioners | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Classroom Assessment Scoring… | 1 |
| Peabody Picture Vocabulary… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textHarris, Angel L.; Hill, Darryl V.; Lenard, Matthew A. – Society for Research on Educational Effectiveness, 2017
This paper reports preliminary results from a randomized controlled trial (RCT) of a multi-component nurturing program designed to increase gifted identification among minority students. In 2014-15, the Wake County Public School System (WCPSS), in partnership with Duke University, implemented "Nurturing for a Bright Tomorrow"…
Descriptors: Academically Gifted, Identification, Elementary School Students, African American Students
Baron, Alex; Evangelou, Maria; Malmberg, Lars-Erik; Melendez-Torres, G. J. – Campbell Collaboration, 2017
Self-regulation, defined as volitional control of attention, behavior, and executive functions for the purposes of goal-directed action is associated with multiple school-related outcomes. Children with robust self-regulation have been shown to more cooperatively participate in classroom activities, sustain focus on tasks and exhibit reduced…
Descriptors: Self Control, Attention, Behavior, Executive Function
Li, Weilin; Duncan, Greg J.; Magnuson, Katherine; Schindler, Holly S.; Yoshikawa, Hirokazu; Leak, Jimmy – Annenberg Institute for School Reform at Brown University, 2020
This paper uses meta-analytic techniques to estimate the separate effects of the starting age, program duration, and persistence of impacts of early childhood education programs on children's cognitive and achievement outcomes. It concentrates on studies published before the wide scale penetration of state-pre-K programs. Specifically, data are…
Descriptors: Early Childhood Education, School Entrance Age, Time, Program Effectiveness
Clark, Christina – National Literacy Trust, 2014
Accelerated Reader (AR) is a tool for monitoring and managing independent reading practice. Although a wealth of data is routinely collected about children's reading skills as part of the AR tool, no information is collected on the "softer" reading outcomes, such as reading enjoyment and attitudes towards reading. The National Literacy…
Descriptors: Foreign Countries, Acceleration (Education), Reading Programs, Reading Skills
Holmes, Venita R. – Houston Independent School District, 2017
For the past three years, SELF (Sports, Education, Life Skills, and Faith) has focused on improving academic, behavioral, and social skills of students at Key, Revere, and Meyerland middle schools in the Houston Independent School District (HISD). Tutorials, an essay contest, character-building lessons, sports, a high-school bridge program, and…
Descriptors: At Risk Students, Middle School Students, Academic Ability, Student Development
Holmes, Venita – Houston Independent School District, 2016
The SELF Foundation afterschool program involved 255 students at Key, Revere, and Meyerland (formerly Johnston) middle schools in tutorials and enrichment activities to support their academic, social, and emotional development. All students at SELF schools were allowed to participate in a character-building essay contest for prizes. Program impact…
Descriptors: At Risk Students, Middle School Students, Academic Ability, Student Development
Webb, Linda; Carey, John; Villares, Elizabeth; Wells, Craig; Sayer, Aline – Society for Research on Educational Effectiveness, 2014
Numerous authors have reviewed research to determine which skills are considered fundamental to successful academic and social outcomes for students (Hattie, Briggs, & Purdie, 1996; Masten & Coatworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). These skills include: (1) cognitive and…
Descriptors: Randomized Controlled Trials, Success, Cognitive Ability, Metacognition
Manship, Karen; Holod, Aleksandra; Quick, Heather; Ogut, Burhan; de los Reyes, Iliana Brodziak; Anthony, Jennifer; Chernoff, Jodi Jacobson; Hauser, Alison; Martin, Alejandra; Keuter, Shannon; Vontsolos, Emily; Rein, Elena; Anderson, Emily – American Institutes for Research, 2017
California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
Cooper-Martin, Elizabeth – Montgomery County Public Schools, 2014
The Office of Special Education and Student Services asked the Office of Shared Accountability to evaluate the "Facilitated Communication Pilot." In facilitated communication (FC), people with communication impairments express themselves by typing with the aid of a communication partner, called a facilitator, who provides physical (and…
Descriptors: Counties, Public Schools, Augmentative and Alternative Communication, Grade 5
Jones, Earl; And Others – 1980
Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures…
Descriptors: Ability Identification, Academic Achievement, Administrator Attitudes, Bilingual Education
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2003
Effectively teaching low-achieving and learning disabled students is challenging. Concept-based instruction is recognized as a particularly effective technique for helping students in these populations attain high levels of achievement (Tindal, Nolet, & Blake, 1992). The maze (a reading selection where certain words have been deleted and…
Descriptors: Feedback (Response), Language Arts, Student Improvement, Academic Achievement
Jones, Earl; And Others – 1980
Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures…
Descriptors: Ability Identification, Academic Achievement, Administrator Attitudes, Ancillary School Services
Curry, Janice – Online Submission, 2005
This report summarizes AISD's 2004-2005 prekindergarten program activities and student participation and performance results.
Descriptors: Preschool Education, Grants, At Risk Students, English Language Learners
