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Showing 1 to 15 of 16 results Save | Export
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Neugebauer, Sabina; Coyne, Michael; McCoach, Betsy; Ware, Sharon – Reading and Writing: An Interdisciplinary Journal, 2017
Research to increase the early vocabulary development of urban students has emphasized the central role of teachers and the ways in which teachers use intervention curricula and strategies in their classroom contexts. This study explores teachers' fidelity to different components of a vocabulary intervention, specifically their use of prescribed…
Descriptors: Kindergarten, Urban Schools, Vocabulary Development, Intervention
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Gregus, Samantha J.; Hernandez Rodriguez, Juventino; Pastrana, Freddie A.; Craig, James T.; McQuillin, Samuel D.; Cavell, Timothy A. – School Psychology Review, 2017
Teachers are key players in efforts to address school bullying and peer victimization. Recent studies found that teachers' responses to peer victimization can vary based on their beliefs and attitudes. We examined relations among teacher self-efficacy, teachers' intentions to use recommended antibullying practices, and peer victimization as rated…
Descriptors: Self Efficacy, Bullying, Intervention, Teacher Attitudes
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Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J. – School Effectiveness and School Improvement, 2018
In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The…
Descriptors: Individualized Instruction, Data, Decision Making, Academic Achievement
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Vernon-Feagans, Lynne; Bratsch-Hines, Mary; Varghese, Cheryl; Cutrer, Elizabeth A.; Garwood, Justin D. – Elementary School Journal, 2018
This article reports the results of a randomized controlled trial that replicated and extended research on the Targeted Reading Intervention (TRI), a professional development program for kindergarten and first-grade teachers in low-wealth rural schools that helps enhance literacy skills of struggling readers. In weekly webcam coaching sessions,…
Descriptors: Faculty Development, Reading Teachers, Rural Schools, Reading Instruction
Reinke, Wendy M.; Herman, Keith C.; Dong, Nianbo – Grantee Submission, 2018
This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level…
Descriptors: Randomized Controlled Trials, Classroom Techniques, Teacher Attitudes, Elementary School Teachers
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Borman, Geoffrey; Vaden-Kiernan, Michael; Caverly, Sarah; Bell, Nance; de Castilla, Veronica Ruiz; Sullivan, Kate – Society for Research on Educational Effectiveness, 2015
This study addresses the effectiveness of a nationally used core reading program that reflects the research-based practices recommended by the National Reading Panel. This and other similar programs are increasingly used to prevent reading difficulties and ensure that all children are reading at or above grade level by the end of third grade. The…
Descriptors: Reading Programs, Program Effectiveness, Elementary School Curriculum, Phonics
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
Catherine P. Bradshaw; Elise T. Pas; Jessika Bottiani; Katrina J. Debnam; Wendy Reinke; Keith Herman; Michael Rosenberg – Grantee Submission, 2018
This paper presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…
Descriptors: Cultural Awareness, Faculty Development, Culturally Relevant Education, Classroom Techniques
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Catherine P. Bradshaw; Elise T. Pas; Jessika H. Bottiani; Katrina J. Debnam; Wendy M. Reinke; Keith C. Herman; Michael S. Rosenberg – School Psychology Review, 2018
This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…
Descriptors: Cultural Awareness, Faculty Development, Culturally Relevant Education, Classroom Techniques
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Tong, Fuhui; Luo, Wen; Irby, Beverly J.; Lara-Alecio, Rafael; Rivera, Hector – International Journal of Bilingual Education and Bilingualism, 2017
We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to…
Descriptors: Faculty Development, English Language Learners, Expressive Language, Vocabulary Development
Firmender, Janine M.; Gavin, M. Katherine; McCoach, D. Betsy – Journal of Advanced Academics, 2014
The purpose of this study was to determine whether relationships existed between teachers' implementation of two specific discourse-related instructional practices and students' mathematics achievement in geometry and measurement as part of a research study on the effectiveness of an advanced mathematics curriculum for kindergarten and…
Descriptors: Teaching Methods, Correlation, Geometry, Mathematics Instruction
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Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve – Journal of Educational Psychology, 2013
This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…
Descriptors: Elementary School Teachers, Coaching (Performance), Literacy Education, Reading Difficulties
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Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Berry, Robert Q.; Larsen, Ross A. – Elementary School Journal, 2013
This study highlights the connections between two facets of teachers' skills--those supporting teachers' mathematical instructional interactions and those underlying social interactions within the classroom. The impact of the Responsive Classroom (RC) approach and use of RC practices on the use of standards-based mathematics teaching practices was…
Descriptors: Control Groups, Mathematics Instruction, Instructional Effectiveness, Teaching Methods
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Woodbridge, Michelle W.; Sumi, W. Carl; Wagner, Mary M.; Javitz, Harold S.; Seeley, John R.; Walker, Hill M.; Small, Jason W.; Golly, Annemieke; Feil, Edward G.; Severson, Herbert H. – School Psychology Review, 2014
First Step to Success (First Step; Walker et al., 1997, 1998) is a secondary-level intervention for students with behavior problems in early elementary school. The purposes of this study were to assess whether effects in student behavior and academics at posttest shown in a recent efficacy trial (Walker et al., 2009) were maintained at follow-up…
Descriptors: Student Behavior, Behavior Problems, Pretests Posttests, Fidelity
Empirical Education Inc., 2006
The authors conducted an experiment during the 2003-2004 school year to determine whether "On Our Way to English" ("OWE"), a product to help elementary students learn to read and speak English, was more effective in a California and a Texas school district than materials already in place. In the California study, 384 English…
Descriptors: Control Groups, Experimental Groups, Second Language Learning, Bilingual Students
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