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Direct linkKim, Young-Suk Grace; Phillips, Beth – Topics in Language Disorders, 2016
Comprehension monitoring has received substantial attention as a reading comprehension strategy. However, comprehension monitoring is not limited to the reading context, but applies to the oral context for children's listening comprehension, which is a critical foundation for reading comprehension. Therefore, a systematic and explicit…
Descriptors: Oral Language, Intervention, Preschool Education, Low Income Students
Download full textKim, Young-Suk Grace; Phillips, Beth – Grantee Submission, 2016
Comprehension monitoring has received substantial attention as a reading comprehension strategy. However, comprehension monitoring is not limited to the reading context, but applies to the oral context for children's listening comprehension, which is a critical foundation for reading comprehension. Therefore, a systematic and explicit…
Descriptors: Oral Language, Intervention, Preschool Education, Low Income Students
Bertram, Christiane; Wagner, Wolfgang; Trautwein, Ulrich – American Educational Research Journal, 2017
The present study examined the effectiveness of the oral history approach with respect to students' historical competence. A total of 35 ninth-grade classes (N = 900) in Germany were randomly assigned to one of four conditions--live, video, text, or a (nontreated) control group--in a pretest, posttest, and follow-up design. Comparing the three…
Descriptors: Randomized Controlled Trials, Oral History, Interviews, Intervention
Rudolph, Johanna M.; Rudolph, Stephen – EBP Briefs (Evidence-based Practice Briefs), 2015
Clinical Question: Do school-age children receiving treatment for speech, language, and/or communication disorders show equivalent benefit from telepractice-based intervention as from on-site intervention as shown by comparable improvement in speech, language, and communication skills across the two treatment platforms? Method: Systematic Review…
Descriptors: Intervention, Intermode Differences, Comparative Analysis, Speech Language Pathology
Liu, Yuliang – Journal of Computers in Mathematics and Science Teaching, 2013
This quasi-experimental study was to design, develop, and implement one multimedia math lesson in third grade to improve students' math learning. The non-equivalent control group design was used. The experimental group had 11 third grade students and the control group had 15 third grade students in an African American predominated elementary…
Descriptors: Control Groups, Experimental Groups, Comparative Analysis, Predictor Variables
Cavalluzzo, Linda; Lowther, Deborah L.; Mokher, Christine; Fan, Xitao – National Center for Education Evaluation and Regional Assistance, 2012
The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control)…
Descriptors: Rural Schools, Mathematics Achievement, Teacher Surveys, Grade 9
Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia – Journal of Social Work Education, 2014
In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…
Descriptors: Problem Based Learning, Masters Programs, Social Work, Teaching Methods
Bowman, Thomas G.; Laurent, Tim – Athletic Training Education Journal, 2011
Context: Immediate feedback has been shown to improve student learning more efficiently than delayed feedback in lower-level general education courses. No research exists examining the effects of immediate feedback on learning in higher-level athletic training coursework. Objective: To determine if using the Immediate Feedback Assessment Technique…
Descriptors: Feedback (Response), Athletics, Student Attitudes, Intermode Differences
Peters, Erin; Kitsantas, Anastasia – School Science and Mathematics, 2010
The purpose of the present explanatory mixed-method design is to examine the effectiveness of a developmental intervention, Embedded Metacognitive Prompts based on Nature of Science (EMPNOS) to teach the nature of science using metacognitive prompts embedded in an inquiry unit. Eighty-three (N = 83) eighth-grade students from four classrooms were…
Descriptors: Experimental Groups, Scientific Methodology, Scientific Principles, Academic Achievement
Bock, Stacey Jones; Stoner, Julia B.; Beck, Ann R.; Hanley, Laurie; Prochnow, Jessica – Education and Training in Developmental Disabilities, 2005
For individuals who have complex communication needs and for the interventionists who work with them, the collection of empirically derived data that support the use of an intervention approach is critical. The purposes of this study were to continue building an empirically derived base of support for, and to compare the relative effectiveness of…
Descriptors: Intervention, Preschool Children, Communication Strategies, Assistive Technology
Hardre, Patricia L. – Performance Improvement Quarterly, 2003
This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching…
Descriptors: Control Groups, Instructional Design, Intervention, Self Efficacy
