This applied dissertation was designed to provide perceptual teacher data as well as summative testing data to educational leaders concerning the effects of implementing Investigations in Number, Data, and Space® (Investigations) in three Title I elementary school settings, two Title I schools, and one non-Title I school. Data collected during…

The purpose of this study was to evaluate the impact of Achieve3000, a differentiated online literacy curriculum, on students' scores on the California State Test (CST). In the 2011-12 school year, 1,957 students in Chula Vista began using Achieve3000's solutions in 3rd through 8th grade. Using a form of propensity score matching called Inverse…

The practical need for multidimensional measures of fidelity of implementation (FOI) of reform-based science, technology, engineering, and mathematics (STEM) instructional materials, combined with a theoretical need in the field for a shared conceptual framework that could support accumulating knowledge on specific enacted program elements across…

To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…

Previous research has linked inquiry-based science instruction (i.e., science instruction that engages students in doing science rather than just learning about science) with greater gains in student learning than text-book based methods (Vanosdall, Klentschy, Hedges & Weisbaum, 2007; Banilower, 2007; Ferguson 2009; Bredderman, 1983;…

A variety of research has pointed to the interdependent linkage among vocabulary knowledge, reading comprehension, and level of literacy. With this point in mind, the present study addressed the question of whether student vocabulary acquisition could be accelerated by using a multi-part, semantic word-family-oriented learning strategy to…

With deliberate system-level reform now being acted upon around the world, both successful and unsuccessful cases provide a rich source of knowledge from which we can learn to improve large-scale reform. Research surrounding the effectiveness of a theory-based system-wide numeracy reform operating in primary schools across Australia is examined to…

This is the second of three reports from MDRC's evaluation of the Success for All (SFA) scale-up demonstration, funded under the U.S. Department of Education's Investing in Innovation (i3) competition. The report presents updated findings on SFA's implementation and impacts in the scale-up sites participating in the evaluation. The i3 evaluation…

Purpose: The purpose of this paper is to provide a review of an Australian health promoting schools (HPS) project to identify key features of the concept of resilience and how it can be used in a school setting to develop and strengthen protective factors in young people, as a mechanism for improving social functioning and reducing involvement in…

"Success for All" (SFA) is one of the best known and thoroughly evaluated school reform models. Further evaluation of the initiative is especially important for two reasons. First, the program model has continued to evolve over time, with a greater emphasis placed on the use of engaging technology in the classroom and on the deployment…

The Teacher Advancement Program (TAP) is a model for training, teacher advancement, and instructional strategies. Based on interviews and observations, the four TAP principles were implemented with fidelity during the 2010-11 school year, with one exception--teacher evaluations. Feedback was slow, and teachers had concerns about the reliability of…

The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

Dr. Stephen R. Pickard is currently serving as an adjunct professor at Gardner-Webb University located in Boiling Springs North Carolina. He is a retired educator having served 21 years as a classroom teacher at both the middle and elementary levels. In addition to his service as a classroom teacher, Dr. Pickard served as a public school…

The use of the term "response to intervention" focuses on its potential utility for diagnosis of learning disabilities. In this context, "response to intervention" can be understood as a diagnostic approach for determining which students are entitled to special educational services. It is important to notice that the validity of the RTI diagnostic…

Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply…