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Direct linkWanzek, Jeanne; Swanson, Elizabeth A.; Roberts, Greg; Vaughn, Sharon; Kent, Shawn C. – Journal of Research on Educational Effectiveness, 2015
The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the…
Descriptors: Acceleration (Education), Comprehension, High School Students, Social Studies
Download full textBalfanz, Robert; Ruby, Allen; Mac Iver, Doug – Grantee Submission, 2008
This project entailed a three-year efficacy evaluation of the Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab developed by the Center for Social Organization of Schools at Johns Hopkins University. The CATAMA Lab was proposed as an immediate and practical approach to addressing the different types of math deficits held by…
Descriptors: Program Effectiveness, Acceleration (Education), Mathematics Instruction, Urban Schools
Peer reviewedWiig, Elisabeth H.; And Others – Intervention in School and Clinic, 1992
Semantic categorization and concept formation models were used as the bases for intervention with adolescents with language-learning disabilities. The approach embraced such teaching procedures as collaboration, holism, student centeredness, guided questioning and scaffolding, and semantic word webbing. The use of cognitive-linguistic training…
Descriptors: Concept Formation, Holistic Approach, Intervention, Language Handicaps
