Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
Source
Journal of Educational… | 3 |
Author
Cooper, Harris | 1 |
Craddock, Caitlin | 1 |
Fuchs, Douglas | 1 |
Fuchs, Lynn S. | 1 |
Hamlett, Carol L. | 1 |
Hollenbeck, Kurstin N. | 1 |
Mayer, Richard E. | 1 |
Schatschneider, Christopher | 1 |
Steenbergen-Hu, Saiying | 1 |
Stull, Andrew T. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Information Analyses | 1 |
Reports - Evaluative | 1 |
Education Level
Elementary Education | 1 |
Elementary Secondary Education | 1 |
Grade 3 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Steenbergen-Hu, Saiying; Cooper, Harris – Journal of Educational Psychology, 2013
In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K-12 students' mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS…
Descriptors: Meta Analysis, Intelligent Tutoring Systems, Mathematics Instruction, Mathematics Achievement
Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher – Journal of Educational Psychology, 2008
This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math, schema-broadening instruction). Students identified as at…
Descriptors: Intervention, High Risk Students, Problem Solving, Effect Size
Stull, Andrew T.; Mayer, Richard E. – Journal of Educational Psychology, 2007
Do students learn more deeply from a passage when they attempt to construct their own graphic organizers (i.e., learning by doing) than when graphic organizers are provided (i.e., learning by viewing)? In 3 experiments, learners were tested on retention and transfer after reading a passage with author-provided graphic organizers or when asked to…
Descriptors: Reading Strategies, Experiential Learning, Instructional Materials, Educational Psychology