NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)3
Since 2006 (last 20 years)6
Descriptor
Grade 16
Program Effectiveness6
Teaching Methods6
At Risk Students5
Comparative Analysis5
Elementary School Students4
Intervention4
Mathematics Tests4
Pretests Posttests4
Program Implementation4
Statistical Analysis4
Control Groups3
Response to Intervention3
Standardized Tests3
Achievement Tests2
Check Lists2
Curriculum Development2
Elementary School Mathematics2
Evidence Based Practice2
Faculty Development2
Feedback (Response)2
Fidelity2
Formative Evaluation2
Mathematics Achievement2
Mathematics Instruction2
More ▼
Source
Grantee Submission2
Developmental Psychology1
Journal of Research on…1
Learning Disability Quarterly1
School Psychology Review1
Author
Smolkowski, Keith6
Fien, Hank5
Clarke, Ben4
Doabler, Christian T.4
Baker, Scott K.3
Baker, Scott2
Kosty, Derek2
Strand Cary, Mari2
Strand Cary, Mari G.2
Chaparro, Erin A.1
Cook, Clayton1
Desfosses, Danielle1
Low, Sabina1
Smith, Jean L. M.1
More ▼
Publication Type
Reports - Research6
Journal Articles5
Education Level
Grade 16
Early Childhood Education4
Elementary Education4
Primary Education4
Grade 21
Grade 31
Kindergarten1
Audience
Location
Oregon3
Arizona1
Massachusetts1
Washington1
Laws, Policies, & Programs
Assessments and Surveys
Stanford Achievement Tests3
Dynamic Indicators of Basic…1
Strengths and Difficulties…1
What Works Clearinghouse Rating
Meets WWC Standards without Reservations1
Meets WWC Standards with or without Reservations1
Does not meet standards1
Showing all 6 results Save | Export
Two-Year Impact of a Universal Social-Emotional Learning Curriculum: Group Differences from Developmentally Sensitive Trends over Time
Peer reviewed Peer reviewed
Direct linkDirect link
Low, Sabina; Smolkowski, Keith; Cook, Clayton; Desfosses, Danielle – Developmental Psychology, 2019
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…
Descriptors: Social Development, Emotional Development, Elementary School Teachers, Elementary School Students
A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Strand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K. – Learning Disability Quarterly, 2017
We report on a practitioner implementation of Fusion, a first-grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this…
Descriptors: Grade 1, Mathematics Instruction, Evidence Based Practice, Curriculum Development
A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Strand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K. – Grantee Submission, 2017
We report on a practitioner implementation of Fusion, a first grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this…
Descriptors: Grade 1, Mathematics Instruction, Evidence Based Practice, Curriculum Development
Using Regression Discontinuity to Test the Impact of a Tier 2 Reading Intervention in First Grade
Peer reviewed Peer reviewed
Direct linkDirect link
Baker, Scott K.; Smolkowski, Keith; Chaparro, Erin A.; Smith, Jean L. M.; Fien, Hank – Journal of Research on Educational Effectiveness, 2015
Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a…
Descriptors: Reading Instruction, Grade 1, Intervention, Response to Intervention
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – School Psychology Review, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – Grantee Submission, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students