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Root, Melissa M.; Marchis, Lavinia; White, Erica; Courville, Troy; Choi, Dowon; Bray, Melissa A.; Pan, Xingyu; Wayte, Jessica – Journal of Psychoeducational Assessment, 2017
This study investigated the differences in error factor scores on the Kaufman Test of Educational Achievement-Third Edition between individuals with mild intellectual disabilities (Mild IDs), those with low achievement scores but average intelligence, and those with low intelligence but without a Mild ID diagnosis. The two control groups were…
Descriptors: Scores, Achievement Tests, Mild Intellectual Disability, Low Achievement
Quibell, T.; Charlton, J.; Law, J. – British Educational Research Journal, 2017
Gaps in education attainment between high and low achieving children in the primary school years are frequently evidenced in educational reports. Linked to social disadvantage, these gaps have detrimental long-term effects on learning. There is a need to close the gap in attainment by addressing barriers to learning and offering alternative…
Descriptors: Outdoor Education, Elementary School Students, Primary Education, Outcomes of Education
Thomas de Hoop; Hannah Ring; Garima Siwach; Paula Dias; Gelson Tembo; Victoria Rothbard; Anaïs Toungui – Journal of Research on Educational Effectiveness, 2024
We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show…
Descriptors: Active Learning, Outcomes of Education, Community Schools, Rural Areas
Korucu, Agâh Tugrul; Cakir, Hasan – Malaysian Online Journal of Educational Technology, 2018
Some of the 21st century proficiencies expected from people are determined as collaborative working and problem solving. One way to gain these proficiencies is by using collaborative problem solving based on social constructivism theory. Collaborative problem solving is one of the methods allowing for social constructivism in the class. In…
Descriptors: Problem Based Learning, Educational Environment, Academic Achievement, Cooperative Learning
Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas – Universal Journal of Educational Research, 2016
The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…
Descriptors: Foreign Countries, Educational Environment, Cognitive Ability, Science Achievement
Ayyüce Kurt Dizbay; Füsun Gülderen Alacapinar – Journal of Educators Online, 2024
This research investigated the effect of the use of mobile-assisted digital content on students' English lesson achievement. This study employed a quasi-experimental design with a pretest and posttest given to both an experimental group and a control group. The study consisted of 29 9th Grade students at a public school in Turkey. The pretest was…
Descriptors: Handheld Devices, Telecommunications, High School Students, Public Schools
Holmes, Sylwia; Hallam, Susan – London Review of Education, 2017
Music psychologists have established that some forms of musical activity improve intellectual performance, spatial-temporal reasoning and other skills advantageous for learning. In this research, the potential of active music-making for improving pupils' achievement in spatial- temporal reasoning was investigated. As spatial-temporal skills are…
Descriptors: Music Activities, Mathematics Instruction, Quasiexperimental Design, Young Children
Shamir, Haya; Yoder, Erik; Feehan, Kathryn; Pocklington, David – Journal of Educational Multimedia and Hypermedia, 2018
While recent literature has pointed to the efficacy of computer-assisted instruction (CAI) in providing educational intervention at an early age, there is a lack of research exploring its use in a pre-kindergarten setting. The current study assessed the efficacy of CAI on students at the start of their academic careers. The Waterford Early…
Descriptors: Disadvantaged Youth, Kindergarten, Educational Technology, Achievement Gap
Cassady, Jerrell C.; Smith, Lawrence L.; Thomas, Christopher L. – Journal of Research in Reading, 2018
The growing number of students whose primary language does not match the language of their schools and a steadily growing performance gap has prompted widespread attention to support emergent literacy gains for those students. This study randomly assigned schools in a Southwestern U.S. state with English language learners (ELLs) in kindergarten…
Descriptors: Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement
Hoffman, Adam J. – ProQuest LLC, 2017
It has been documented that American Indians and girls consistently underperform in STEM achievement compared to their European American and male counterparts, starting as early as adolescence. The goal of the current study was to develop a brief intervention aimed at mitigating the STEM achievement gap by shaping ethnic and gender identities to…
Descriptors: STEM Education, American Indian Students, Science Achievement, Mathematics Achievement
Penner, Emily K. – Journal of Research on Educational Effectiveness, 2016
This article examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates…
Descriptors: Elementary School Students, Academic Achievement, Teacher Effectiveness, Program Effectiveness
Taylor, Jonte C.; Tseng, Ching-mei; Murillo, Angelique; Therrien, William; Hand, Brian – Journal of Science Education for Students with Disabilities, 2018
The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and…
Descriptors: Science Instruction, Science Achievement, Inquiry, Disabilities
Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick – Contemporary School Psychology, 2016
Some evidence suggests that teachers may have a negative bias against and be less accurate in academic judgments of students with behavioral characteristics of attention-deficit/hyperactivity disorder (ADHD). Thus, examining the accuracy of their judgments is an important area of investigation. The current study examined the accuracy of teachers'…
Descriptors: Teacher Attitudes, Bias, Academic Achievement, Children
Colmar, Susan; Davis, Nash; Sheldon, Linda – Journal of Psychologists and Counsellors in Schools, 2016
An exploratory applied study, using a set of attention and working memory strategies specifically developed for students and named Memory Mates, was completed with normally developing students attending a primary school. Students in one classroom received the intervention, while the other classroom functioned as a control group. The study was…
Descriptors: Elementary School Students, Attention, Short Term Memory, Pilot Projects
Opitz, Elisabeth Moser; Grob, Urs; Wittich, Claudia; Häsel-Weide, Uta; Nührenbörger, Marcus – Learning Disabilities: A Contemporary Journal, 2018
Fostering peer interaction and shared learning is an important aim of inclusive instruction. However, it has not been established whether it is possible to offer explicit and intensive support for low achievers in inclusive settings. This longitudinal study examined whether a structured program that includes cooperative learning fosters…
Descriptors: Inclusion, Longitudinal Studies, Cooperative Learning, Competence