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Yikai Lu; Teresa M. Ober; Cheng Liu; Ying Cheng – Grantee Submission, 2022
Machine learning methods for predictive analytics have great potential for uncovering trends in educational data. However, simple linear models still appear to be most widely used, in part, because of their interpretability. This study aims to address the issues of interpretability of complex machine learning classifiers by conducting feature…
Descriptors: Prediction, Statistics Education, Data Analysis, Learning Analytics
A. Chang; E. Mauer; J. Wanzek; S. Kim; N. Scammacca; E. Swanson – Grantee Submission, 2025
Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee, valued for its economic advantages and capacity to engage participants. This model leads to improvements in both academic performance and behavior, as evidenced by Shenderovich et al. ("International Journal of Educational Research, 76,"…
Descriptors: Tutors, Tutoring, Tutorial Programs, Cross Age Teaching
Martha W. Alibali; Percival G. Matthews; Jessica Rodrigues; Rui Meng; Nicholas A. Vest; Victoria Jay; David Menendez; Jennifer O. Murray; Andrea Marquardt Donovan; Lauren E. Anthony; Nicole M. McNeil – Grantee Submission, 2024
Research on mathematical cognition, learning, and instruction (MCLI) often takes cognition as its point of departure and considers instruction at a later point in the research cycle. In this paper, we call for psychologists who study MCLI to reflect on the "status quo" of their research practices and to consider making instruction an…
Descriptors: Mathematics Education, Schemata (Cognition), Intervention, Learning Processes
Emma Shanahan; Seohyeon Choi; Jechun An; Bess Casey-Wilke; Seyma Birinci; Caroline Roberts; Emily Reno – Grantee Submission, 2025
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…
Descriptors: Data Use, Individualized Instruction, Learning Problems, Students with Disabilities
Kandia Lewis; Alida Hudson; Jessica A. R. Logan; Shayne B. Piasta; Cynthia M. Zettler-Greeley; Laura L. Bailet – Grantee Submission, 2025
For preschool-aged children at-risk for literacy difficulties, we examined whether classroom and home environments were jointly associated with literacy skill gains and whether environments moderated response to intervention (n = 281). We first used a person-centered approach to characterize children's classroom and home environments, identifying…
Descriptors: Preschool Children, Literacy, Learning Problems, Classroom Environment
Sterett H. Mercer; Joanna E. Cannon – Grantee Submission, 2022
We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2-12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the…
Descriptors: Elementary School Students, Secondary School Students, Learning Problems, Learning Disabilities
Powell, Sarah R.; Berry, Katherine A.; Benz, Sarah A. – Grantee Submission, 2020
The purpose of this study was to examine the word-problem performance and strategies utilized by 3rd-grade students experiencing mathematics difficulty (MD). We assessed the efficacy of a word-problem intervention and compared the word-problem performance of students with MD who received intervention (n=51) to students with MD who received general…
Descriptors: Grade 3, Elementary School Students, Mathematics Instruction, Elementary School Mathematics
Marah Sutherland; David Fainstein; Taylor Lesner; Georgia L. Kimmel; Ben Clarke; Christian T. Doabler – Grantee Submission, 2024
Being able to understand, interpret, and critically evaluate data is necessary for all individuals in our society. Using the PreK-12 Guidelines for Assessment and Instruction in Statistics Education-II (GAISE-II; Bargagliotti et al., 2020) curriculum framework, the current paper outlines five evidence-based recommendations that teachers can use to…
Descriptors: Statistics Education, Mathematics Skills, Skill Development, Data Analysis
Fuchs, Lynn; Fuchs, Douglas; Seethaler, Pamela M.; Barnes, Marcia A. – Grantee Submission, 2019
The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing…
Descriptors: Short Term Memory, Mathematics Instruction, Word Problems (Mathematics), Problem Solving
Mercer, Sterett H.; Cannon, Joanna E.; Squires, Bonita; Guo, Yue; Pinco, Ella – Grantee Submission, 2021
We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students (n = 174) with learning difficulties in Grades 1-12 who received 1:1 academic tutoring through a community-based organization completed…
Descriptors: Curriculum Based Assessment, Automation, Scoring, Writing Tests
Rhodes, Katherine T.; Lukowski, Sarah; Branum-Martin, Lee; Opfer, John; Geary, David C.; Petrill, Stephen A. – Grantee Submission, 2018
The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to…
Descriptors: Learning Strategies, Addition, Problem Solving, Item Response Theory
Barbieri, Christina A.; Rodrigues, Jessica; Dyson, Nancy; Jordan, Nancy C. – Grantee Submission, 2019
The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or…
Descriptors: Fractions, Mathematics Instruction, Intervention, Mathematical Concepts
Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2019
We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…
Descriptors: Alternative Assessment, Evaluation Methods, Student Evaluation, Spanish Speaking
Becker, Stephen P.; Breaux, Rosanna; Cusick, Caroline N.; Dvorsky, Melissa R.; Marsh, Nicholas P.; Sciberras, Emma; Langberg, Joshua M. – Grantee Submission, 2020
Purpose: To examine remote learning practices and difficulties during initial stay-at-home orders during the COVID-19 pandemic in adolescents with and without ADHD. Methods: Participants were 238 adolescents (132 males; 118 with ADHD) ages 15.64-17.99 years and their parents. Adolescents and parents completed questionnaires in May/June 2020 when…
Descriptors: COVID-19, Pandemics, Attention Deficit Hyperactivity Disorder, Parent Attitudes
Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Maddox, Steven A.; Smolkowski, Keith; Fien, Hank; Baker, Scott K.; Kimmel, Georgia L. – Grantee Submission, 2021
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated severe MD at kindergarten entry and examined whether these students improved…
Descriptors: Kindergarten, At Risk Students, Mathematics Skills, Mathematics Instruction