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Peer reviewed
Direct linkTymms, Peter; Merrell, Christine; Bailey, Katharine – School Effectiveness and School Improvement, 2018
This paper investigates the impact of effective schooling in the 1st year of elementary school on later academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to estimate the importance of the 1st year of elementary school for academic outcomes up to age 16. Multilevel models, controlling for…
Descriptors: Instructional Effectiveness, Elementary Education, Academic Achievement, Secondary Education
D'Agostino, Jerome V.; Rodgers, Emily – Educational Researcher, 2017
Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We…
Descriptors: Hierarchical Linear Modeling, Literacy, Achievement Gap, Elementary School Students
Download full textKlingbeil, David A.; Moeyaert, Mariola; Archer, Christopher T.; Chimboza, Tatenda M.; Zwolski, Scott A., Jr. – School Psychology Review, 2017
School psychologists will likely become more involved in supporting the reading achievement of English language learners (ELLs). This requires evidence-based interventions that are validated for ELL students. Incremental rehearsal (IR) is an evidence-based intervention for teaching words, but the resource intensity often precludes its use. Using…
Descriptors: School Psychologists, English Language Learners, Reading Achievement, Intervention
Stapleton, Laura M.; Pituch, Keenan A.; Dion, Eric – Journal of Experimental Education, 2015
This article presents 3 standardized effect size measures to use when sharing results of an analysis of mediation of treatment effects for cluster-randomized trials. The authors discuss 3 examples of mediation analysis (upper-level mediation, cross-level mediation, and cross-level mediation with a contextual effect) with demonstration of the…
Descriptors: Effect Size, Measurement Techniques, Statistical Analysis, Research Design
Mahurin-Smith, Jamie; DeThorne, Laura S.; Petrill, Stephen A. – Journal of Speech, Language, and Hearing Research, 2017
Purpose: This research note explores the potential role of attention in mediating previously reported associations between language outcomes and prematurity. Method: As a follow-up investigation to Mahurin Smith, DeThorne, Logan, Channell, and Petrill (2014), we employed multilevel modeling to analyze longitudinal data on language and attention…
Descriptors: Longitudinal Studies, Correlation, Standardized Tests, Attention
Jesson, Rebecca; McNaughton, Stuart; Wilson, Aaron; Zhu, Tong; Cockle, Victoria – Journal of Research on Technology in Education, 2018
This present study reports the impact of a research-practice partnership among nine collaborating schools and researchers in Auckland, New Zealand. The goals of the partnership were to refine digital instruction in ways that would result in improved learning processes and achievement. The partners employed a design-based research approach to…
Descriptors: Research and Development, Theory Practice Relationship, Partnerships in Education, Foreign Countries
Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M. – School Leadership & Management, 2016
This European project investigates the impact of the school factors included in the dynamic model of educational effectiveness on student achievement. In each participating country (Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to…
Descriptors: Foreign Countries, School Effectiveness, Academic Achievement, Models
Robinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M. – Gifted Child Quarterly, 2018
Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science…
Descriptors: Talent Development, Low Income Groups, Engineering Education, Quasiexperimental Design
Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Schatschneider, Christopher; Wagner, Richard K. – Society for Research on Educational Effectiveness, 2015
This randomized control study compares the efficacy of two response-to-intervention (RTI) models: (1) Dynamic RTI, which immediately refers grade 1 students with the weakest skills to the most intensive intervention supports (Tier 2 or Tier 3); and (2) Typical RTI, which starts all students in Tier 1 and after 8 weeks, decides whether students who…
Descriptors: Response to Intervention, Randomized Controlled Trials, Models, Program Effectiveness
McCormick, Meghan P.; O'Connor, Erin E. – Journal of Educational Psychology, 2015
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's…
Descriptors: Teacher Student Relationship, Academic Achievement, Elementary School Teachers, Elementary School Students
Shields, Katherine A.; Walsh, Mary E.; Lee-St. John, Terrence J. – Journal of Catholic Education, 2016
Much of the achievement gap between rich and poor students can be attributed to out-of-school factors, yet few schools have a comprehensive, coordinated system for addressing students' nonacademic needs. Within a group of Catholic schools located in one city, this study examined academic achievement on the Stanford Achievement Test battery in…
Descriptors: Catholic Schools, Urban Schools, Academic Achievement, Achievement Gap
Jennifer P. Cheatham; Jill H. Allor; J. Kyle Roberts – Learning Disability Quarterly, 2014
This study examined the impact of independent practice of multiple-criteria text that targeted high-frequency words, decodability, and meaningfulness. Second-grade students, including at-risk students, were randomly assigned within classroom to a treatment group that read multiple-criteria text ("n" = 34), or contrast group that read…
Descriptors: Grade 2, Elementary School Students, Reading Skills, Drills (Practice)
