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Direct linkBuckley, Pamela; Moore, Brooke; Boardman, Alison G.; Arya, Diana J.; Maul, Andrew – American Educational Research Journal, 2017
K-12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an…
Descriptors: Intervention, Fidelity, Program Implementation, Test Validity
Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina – Scientific Studies of Reading, 2018
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…
Descriptors: Reading Instruction, Intervention, Graphemes, At Risk Students
Hauk, Shandy; Matlen, Bryan – Grantee Submission, 2016
A variety of computerized interactive learning platforms exist. Most include instructional supports in the form of problem sets. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially to fully worked examples. Behind-the-scenes design of such systems varies as well --from static dictionaries of…
Descriptors: Community Colleges, College Mathematics, Algebra, Web Based Instruction
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
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
Berglas, Nancy F.; Jerman, Petra; Rohrbach, Louise A.; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Constantine, Norman A. – Sex Education: Sexuality, Society and Learning, 2016
Numerous classroom-based interventions have aimed to improve sexual health outcomes for young people, yet few have shown strong, lasting effects. Ecological approaches that address multiple levels of a young person's environment offer largely untapped potential to positively change sexual behaviour. This paper presents results of a…
Descriptors: Sex Education, Urban Schools, High School Students, Program Implementation
Wong, Connie S. – Autism: The International Journal of Research and Practice, 2013
The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool…
Descriptors: Autism, Play, Attention, Preschool Children
Gray, Heewon Lee; Contento, Isobel R.; Koch, Pamela A. – Health Education Research, 2015
This study investigates the link between process evaluation components and the outcomes of a school-based nutrition curriculum intervention, "Choice, Control and Change". Ten New York City public middle schools were recruited and randomly assigned into intervention or control condition. The curriculum was to improve sixth to seventh…
Descriptors: Obesity, Prevention, Questionnaires, Interviews
Vadasy, Patricia F.; Sanders, Elizabeth A.; Logan Herrera, Becky – Journal of Research on Educational Effectiveness, 2015
A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two…
Descriptors: Vocabulary Development, Grade 4, Grade 5, Elementary School Students
Lai, Mei Kuin; Wilson, Aaron; McNaughton, Stuart; Hsiao, Selena – Reading Research Quarterly, 2014
This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based…
Descriptors: Secondary School Students, Intervention, Literacy Education, Standardized Tests
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
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
Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya – Early Education and Development, 2015
The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the…
Descriptors: Vocabulary Development, Preschool Education, Preschool Curriculum, Faculty Development
Silverman, Rebecca; Crandell, Jennifer DiBara; Carlis, Lydia – Early Education and Development, 2013
A study was conducted in 26 Head Start classrooms with 264 children to compare the effect of a read aloud plus extension activities intervention over a control group to the effect of a read aloud only intervention over a control group on preschool children's vocabulary. Children were assessed before and after the intervention on target vocabulary…
Descriptors: Preschool Children, Federal Programs, Early Childhood Education, Disadvantaged Youth
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
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