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Download full textAskew, Karyl; Stevenson, Olivia; Jones, Bridget – Grantee Submission, 2018
"INSPIRE" is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. "INSPIRE" provides an innovative integrated K-12 STEM pipeline approach focused on STEM course content and instructional redesign. The INSPIRE model was implemented in Cabarrus County…
Descriptors: STEM Education, Standardized Tests, Mathematics Achievement, Science Achievement
Peer reviewed
Direct linkSeider, Scott – Journal of Adolescent Research, 2008
In this study, I compared the shifts in attitude of affluent high school seniors participating in a course on social justice issues to a control group of similar adolescents. In this course, participating adolescents learned about social justice issues such as homelessness, poverty, world hunger, and illegal immigration. An analysis of presurvey…
Descriptors: Social Justice, Control Groups, Equal Education, Homeless People
Elbeheri, Gad; Everatt, John – Reading and Writing: An Interdisciplinary Journal, 2007
This paper investigates the relationship between phonological processing and reading ability amongst grade 4 and grade 5 Arabic speaking children in Egypt. In addition to measuring reading level, the study assessed the children's ability to identify rhymes, delete individual phonemes from words, retain and manipulate sequences of digit names and…
Descriptors: Foreign Countries, Economically Disadvantaged, Grade 5, Grade 4
Roberts, Laura; White, George – RMLE Online: Research in Middle Level Education, 2004
There are effective conflict transformation programs available for students at the middle level. What is missing is a program designed to have an enduring message, that is, a message that is both positive and vivid. Project WIN provided a positive message by teaching students how to create a justice-based community in their classrooms and the…
Descriptors: Control Groups, Low Income Groups, Conflict, Urban Youth
Zakaluk, Beverley L.; Straw, Stanley B.; Smith, Karen E. – Online Submission, 2005
Background: This is the fourth formal report describing the efficacy of the full-day, every day kindergarten program in the St. James School Division which was initiated in one school located in an economically-disadvantaged neighborhood in the 1997-1998 school year. The success of this undertaking led to the extension of the program in 1998-1999,…
Descriptors: Control Groups, Neighborhoods, Middle Class, Placement
