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Direct linkDoabler, Christian T.; Nelson, Nancy J.; Kennedy, Patrick C.; Stoolmiller, Mike; Fien, Hank; Clarke, Ben; Gearin, Brian; Smolkowski, Keith; Baker, Scott K. – Learning Disability Quarterly, 2018
Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one…
Descriptors: Core Curriculum, Evidence Based Practice, Longitudinal Studies, Mathematics Instruction
Doabler, Christian T.; Nelson, Nancy J.; Kennedy, Patrick; Stoolmiller, Mike; Fien, Hank; Clarke, Ben; Smolkowski, Keith; Gearin, Brian; Baker, Scott K. – Grantee Submission, 2018
Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effect of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one…
Descriptors: Core Curriculum, Evidence Based Practice, Longitudinal Studies, Mathematics Instruction
Crone, Deanne A.; Carlson, Sarah E.; Haack, Marcia K.; Kennedy, Patrick C.; Baker, Scott K.; Fien, Hank – Assessment for Effective Intervention, 2016
The use of data-based decision making (DBDM) in schools to drive educational improvement and success has been strongly promoted by educational experts and policymakers, yet very little is documented about the actual DBDM practices used in schools. This study examines DBDM practices in 25 middle schools through 80 standardized observations of data…
Descriptors: Observation, Intervention, Data, Decision Making
