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Christopher Doss; Elaine Wang; Jill Cannon – Society for Research on Educational Effectiveness, 2024
Background/Context: There has been a growing realization in American education that the traditional focus on academics, particularly mathematics and English language arts, is insufficient to guarantee success in the modern workforce and society (Griffin and Care, 2015). Educators, policymakers, and researchers have correspondingly broadened the…
Descriptors: Social Emotional Learning, Child Development, Skill Development, Preschool Children
Mansi Wadhwa; Jingwen Zheng; Thomas Cook – Society for Research on Educational Effectiveness, 2023
Background: Research clearinghouses (CHs) seek to play an important role in identifying successful social programs and practices. The evidence-based policy movement has grown tremendously over the last few decades and has gotten institutionalized in the form of CHs in the US. CHs (1) specify standards for evaluating the quality of evidence from…
Descriptors: Evidence Based Practice, Research Methodology, Information Dissemination, Social Sciences
Alysse M. Loomis – Society for Research on Educational Effectiveness, 2024
Background/Context: Childhood trauma can increase preschooler's risk for behavioral problems, poor student-teacher relationships, and expulsion (Loomis, 2020; Zeng et al., 2019). Efforts have been undertaken to address the gaps in knowledge and confidence of ECE teachers by integrating trauma-informed approaches into ECE settings, who by virtue of…
Descriptors: Trauma Informed Approach, Teacher Competencies, Knowledge Level, Self Efficacy
Pei Zhu; Emma Alterman; Nicholas Commins; Peyton Nash – Society for Research on Educational Effectiveness, 2023
Background/Context: In the early elementary grades, many students do not achieve literacy proficiency due to inadequate personalized literacy instruction (Taylor et al., 2010). Despite increasing evidence that differentiated instruction informed by assessments of students' reading abilities can improve learning more effectively than…
Descriptors: Faculty Development, Small Group Instruction, Individualized Instruction, Literacy
Carmen Pannone; Marta Pellegrini; Daniela Fadda; Amanda J. Neitzel; L. Francesca Scalas; Giuliano Vivanet; Ylenia Falzone – Society for Research on Educational Effectiveness, 2024
Background: Education plays a pivotal role in empowering individuals with the knowledge and skills needed for careers, economic progress, and societal engagement. Dropping out of school before achieving a qualification undermines these opportunities and has an impact on individuals and society (Audit Commission, 2010; OECD, 2023). International…
Descriptors: Elementary Secondary Education, Dropout Prevention, Dropout Programs, Dropout Rate
Babette Moeller; Teresa Duncan; Jason Schoeneberger; John H. Hitchcock – Society for Research on Educational Effectiveness, 2023
Background/Prior Research: Research shows that teacher quality is the single most powerful influence on student learning (e.g., Nye et al., 2004; Rivkin et al., 2005), yet teachers report that they are not well prepared to implement standards- based mathematics education with heterogeneous groups of students. Banilower et al. (2018) found in a…
Descriptors: Faculty Development, Teacher Competencies, Student Diversity, Mathematics Instruction
Sarah Gerard; Emily Relkin; Claire Christensen; Naomi Hupert; Erika Gaylor – Society for Research on Educational Effectiveness, 2024
Background: Computational thinking (CT) is a way of thinking that helps children solve problems and complete tasks in more organized ways, using computer science skills. Prior research indicates that promoting CT skills in young children can support the acquisition of general problem solving (PS), executive function (EF), and social emotional…
Descriptors: Computation, Thinking Skills, Video Games, Computer Games
Michael Weiss; Rebecca Unterman; Dorota Biedzio – Society for Research on Educational Effectiveness, 2021
Background: Some education programs' early positive effects disappear over time. Other programs have unanticipated positive long-term effects. Foundations have warned of the dangers of putting too much weight on in-program effects, which "often fade over time." The U.S. Department of Education's Institute of Education Sciences (IES) even…
Descriptors: High School Graduates, Post High School Guidance, Transitional Programs, Program Effectiveness
Sonia Torres Rodriguez; Christina Stacy; Mary Bogle; Sandra Espada-Santos; Rene Marty; Sara Santiago Estrada; Jesus Marrero – Society for Research on Educational Effectiveness, 2024
Background: The compounding crises of Hurricane Maria, the 2020 earthquakes, the COVID-19 pandemic, Puerto Rico's territorial status, and the ongoing economic recession, have poignantly disrupted an already-stressed education system in Puerto Rico; including through the closing public schools due to compromised infrastructure after climate…
Descriptors: Intergenerational Programs, Poverty, Family (Sociological Unit), Partnerships in Education
Nicholas Ainsworth; Andrew Penner; Christopher Cleveland – Society for Research on Educational Effectiveness, 2024
Background/Context: Spurred by changes in federal policy, Response to Intervention (RTI) has witnessed increased adoption across states and districts in the past several decades (Berkeley et al., 2020). Originating in the special education field, RTI involves a shift from a uniform instructional approach to a tiered instructional approach…
Descriptors: Response to Intervention, Disability Identification, Special Education, Program Effectiveness
Elizabeth B. Miller; Caitlin Canfield; Erin Roby; Helena Wippick; Daniel Shaw; Alan Mendelsohn; Pamela Morris-Perez – Society for Research on Educational Effectiveness, 2023
Background: Poverty-related disparities in school readiness are well documented (Dreyer, 2020). Increasing cognitively stimulating parenting practices can contribute greatly to addressing such disparities, and therefore represent a key modifiable target for preventive interventions beginning early in life (Brooks-Gunn & Markman, 2005).…
Descriptors: Language Skills, Reading Skills, Minority Group Students, Low Income Students
Susan Kowalski; Amy Belcastro; Connie Hvidsten; Guy Ollison; Karen Askinas; Renee De Vaul; Gillian Roehrig – Society for Research on Educational Effectiveness, 2022
Background/Context: Video-based professional learning (PL) models for math and science teachers have gained prominence over the past two decades (Borko, Koellner, Jacobs, & Seago, 2011; Sherin, 2003), with demonstrated impacts on teacher and student outcomes (Sun & van Es, 2015; Kersting, Givvin, Sotelo, & Stigler, 2010; Kersting,…
Descriptors: Electronic Learning, In Person Learning, Comparative Analysis, Video Technology
Alida Hudson; Shuai Zhang; Kacee Lambright; Kay Wijekumar – Society for Research on Educational Effectiveness, 2022
Background/Context: One of the most critical factors for improving the quality of reading comprehension instruction provided by classroom educators is teacher professional development (PD) (Desimone, 2011). However, the COVID-19 pandemic and shift to virtual instruction significantly impacted how teachers access and engage in PD. As many recognize…
Descriptors: Faculty Development, Pandemics, COVID-19, Educational Change
Jill Feldman; Atsushi Miyaoka; Matthew Finster; Jennifer Flynn; Tara Dunderdale – Society for Research on Educational Effectiveness, 2021
Background. Placement in developmental education in college is associated with negative effects on credits earned, course achievement, and degree attainment (Valentine, Konstantopoulos, & Goldrick-Rab, 2017) and requires substantial investments with costs to students and institutions estimated at $1.3 and $7 billion (Ganga, Mazzariello &…
Descriptors: Developmental Studies Programs, Mathematics Education, Curriculum Development, Statistics
Elisa Garcia; Erika Gaylor; Dominique Tunzi; Madeline Cincebeaux; Todd Grindal – Society for Research on Educational Effectiveness, 2022
Background: A large evidence base suggests that without effective early intervention, young children who exhibit persistent challenging behavior often face a host of long-term social and academic challenges (Bulotsky-Shearer & Fantuzzo, 2011; Hauser-Cram & Woodman, 2016; Kazdin, 1995; Lane et al., 2008; Miller et al., 2017). Challenging…
Descriptors: Behavior Problems, Child Behavior, Intervention, Kindergarten