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Classroom Management--A Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools
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Freiberg, H. Jerome; Huzinec, Chris A.; Templeton, Stacey M. – Elementary School Journal, 2009
This article examines the achievement effects of a prosocial classroom and instructional management program--Consistency Management & Cooperative Discipline (CMCD)--implemented at 14 elementary schools in a single geographic feeder pattern of a large, urban school district. State reading and mathematics achievement data were collected over 2…
Descriptors: Classroom Techniques, Urban Schools, Quasiexperimental Design, Elementary Schools
Reading Assessments in Kindergarten through Third Grade: Findings from the Center for the Improvement of Early Reading Achievement
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Paris, Scott G.; Hoffman, James V. – Elementary School Journal, 2004
Assessment of early reading development is important for all stakeholders. It can identify children who need special instruction and provide useful information to parents as well as summative accounts of early achievement in schools. Researchers at the Center for Improvement of Early Reading Achievement (CIERA) investigated early reading…
Descriptors: Program Effectiveness, Early Reading, Grade 3, Researchers
Effects of the Success for All Model on Kindergarten through Second-Grade Reading Achievement, Teacher Adjustment, and Classroom-School Climate at an Inner-City School.
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Ross, Steven M.; Smith, Lana J. – Elementary School Journal, 1994
Examined first-year results of the Success for All (SFA) program, designed to bring every student to grade level in reading by third grade. Found that SFA benefits were most significant at the kindergarten level; teachers were highly accepting of the program; and the program's strengths included cooperative learning, regrouping, tutoring, early…
Descriptors: Active Learning, Classroom Environment, Cooperative Learning, Early Reading
Case Studies of Six Schools Varying in Effectiveness for Students with Learning Disabilities.
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Larrivee, Barbara; Semmel, Melvyn I.; Gerber, Michael M. – Elementary School Journal, 1997
Examined special education effectiveness for students with mild disabilities in six California grade schools. Found that no single feature, structure, or organization of school environment consistently indicated a school's relative standing or its relative effectiveness based on student performance. Findings posed implications for educational…
Descriptors: Academic Achievement, Class Organization, Classroom Environment, Classroom Techniques