Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 7 |
| Since 2006 (last 20 years) | 8 |
Descriptor
Source
| Grantee Submission | 8 |
Author
| Arshan, Nicole | 1 |
| Choi, Jane | 1 |
| Corsello, Maryann | 1 |
| Cox, Ann W. | 1 |
| DeSaw, Cheryl | 1 |
| Demers, Alicia | 1 |
| Dolfin, Sarah | 1 |
| Feil, Edward G. | 1 |
| Flynn, Kylie | 1 |
| Forness, Steven R. | 1 |
| Frey, Andy J. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 8 |
| Journal Articles | 1 |
| Numerical/Quantitative Data | 1 |
| Speeches/Meeting Papers | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 3 |
| Secondary Education | 3 |
| Junior High Schools | 2 |
| Middle Schools | 2 |
| Early Childhood Education | 1 |
| Grade 4 | 1 |
| Grade 9 | 1 |
| High Schools | 1 |
| Intermediate Grades | 1 |
| Preschool Education | 1 |
Audience
Location
| California | 3 |
| Kentucky | 2 |
| Alabama | 1 |
| Colorado | 1 |
| Idaho | 1 |
| Illinois | 1 |
| Indiana | 1 |
| Maine | 1 |
| Michigan | 1 |
| Mississippi | 1 |
| Missouri | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Expressive One Word Picture… | 1 |
| Gates MacGinitie Reading Tests | 1 |
| Peabody Picture Vocabulary… | 1 |
| Social Skills Improvement… | 1 |
| Student Teacher Relationship… | 1 |
| Systematic Screening for… | 1 |
| Vineland Adaptive Behavior… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 8 |
| Meets WWC Standards with or without Reservations | 8 |
Download full textPark, Christina; Arshan, Nicole; Milby, Allison; Goetz, Rebecca – Grantee Submission, 2021
Developed by the National Writing Project (NWP), the College, Career, and Community Writers Program (C3WP) seeks to improve students' argument writing by building teachers' understanding of and skill in teaching source-based argument writing. The program features intensive professional development, skill-based instructional resources, and…
Descriptors: Writing Instruction, Persuasive Discourse, Program Evaluation, Instructional Effectiveness
Peer reviewed
Direct linkFeil, Edward G.; Walker, Hill M.; Frey, Andy J.; Seeley, John R.; Small, Jason W.; Golly, Annemieke; Lee, Jon; Forness, Steven R. – Grantee Submission, 2020
Disruptive behavior problems frequently emerge in the preschool years and are associated with numerous, long-term negative outcomes, including comorbid disorders. First Step is a psychosocial early intervention with substantial empirical evidence supporting its efficacy among young children (Walker et al., 2014). The present study reports on a…
Descriptors: Preschool Children, Child Behavior, Early Intervention, At Risk Students
Lai, Mark H. C. – Grantee Submission, 2021
In 2016, McREL and the University of Southern California (USC) were awarded a grant from the U.S. Department of Education's Investing in Innovation (i3) Fund (Award Number U411C150011) to develop a translation of the identity-based motivation (IBM) in vivo program "Pathways to Success" to a digital platform to deliver IBM to middle and…
Descriptors: Middle School Students, High School Students, Student Motivation, School Districts
Dolfin, Sarah; Richman, Scott; Choi, Jane; Streke, Andrei; DeSaw, Cheryl; Demers, Alicia; Poznyak, Dmitriy – Grantee Submission, 2019
This study assesses the implementation and impacts of the Teacher Potential Project (TPP), a program designed by EL Education and which includes an English language arts (ELA) standards-aligned curriculum and embedded professional development for teachers. The study uses a randomized controlled trial (RCT) design to assess the impacts of TPP on…
Descriptors: Faculty Development, Language Arts, Elementary School Teachers, Middle School Teachers
Sam, Ann M.; Odom, Samuel L.; Tomaszewski, Brianne; Perkins, Yolanda; Cox, Ann W. – Grantee Submission, 2020
The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Evidence Based Practice
Li, Linlin; Ringstaff, Cathy; Tripathy, Rachel Grimes; Flynn, Kylie; Thomas, Larry – Grantee Submission, 2019
This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program to improve elementary students' vocabulary skills and reading comprehension. The study used a multi-site cluster randomized, experimental design, which randomly assigned 92 4th grade classrooms (n=2558 students) from two cohorts to a treatment or control…
Descriptors: Elementary School Students, Vocabulary Development, Learning Strategies, Reading Comprehension
Wasik, Barbara A.; Hindman, Annemarie H. – Grantee Submission, 2020
Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic individualized coaching. Thirty-five teachers were randomly assigned by site to the intervention (20) or the…
Descriptors: Preschool Teachers, Faculty Development, Preschool Children, Vocabulary Development
Corsello, Maryann; Sharma, Anu – Grantee Submission, 2015
The Building Assets Reducing Risks (BARR) Model BARR is a comprehensive model that addresses the challenges that are part of the 9th grade transition year. BARR employs eight different school-wide and individual strategies that are built on positive relationships and ongoing monitoring of student data. In 2010, BARR received an Investing in…
Descriptors: School Turnaround, Models, Grade 9, High Schools
