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Direct linkMacey Cartwright – ProQuest LLC, 2021
Math proficiency rates are strikingly low for children from high poverty communities. Therefore, it is urgent to find solutions that help them develop basic math skills. Given theoretical considerations about math learning, a potentially promising option is to target children's cognitive engagement. In this study, I investigate a program that was…
Descriptors: Cognitive Processes, Mathematics Skills, Mathematics Achievement, Low Achievement
Michael Joseph Farrell – ProQuest LLC, 2024
This study examines the relationship between Individualized Education Program (IEP) goal content and quality and the education outcomes for students in elementary school with complex support needs (CSN) in Utah, focusing on grades three through six. The investigation explores whether the alignment of IEP goals with alternate state standards and…
Descriptors: Elementary School Students, Individualized Education Programs, Special Needs Students, Alternative Assessment
Download full textJackson, Kathleen Ryan; Ward, Caryn; Smolkowski, Keith; Gau, Jeff – State Implementation and Scaling-up of Evidence-based Practices Center, 2021
The purpose of the study was to investigate whether the districts that received ongoing training and coaching to use the Active Implementation Frameworks improved mathematics outcomes. The Active Implementation Frameworks represent five essential approaches for effective implementation of any evidence-based program or practice. One of the…
Descriptors: Mathematics Education, Outcomes of Education, School Districts, Educational Improvement
Peer reviewedWhat Works Clearinghouse, 2012
The study described in this report examined whether the use of "daily report cards" ("DRCs") in elementary school classrooms improved behavior and academic achievement among students diagnosed with combined inattentive and hyperactive/impulsive attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant…
Descriptors: Attention Deficit Hyperactivity Disorder, Intervention, Individualized Education Programs, Eligibility
Waller, Lisa Ivey – ProQuest LLC, 2012
This research investigated the relationship of math intervention teachers' (MITs) pedagogical content knowledge (PCK) and students' math achievement gains in primary math interventions. The Kentucky Center for Mathematics gathered data on the MITs and primary math intervention students included in this study. Longitudinal data were analyzed for a…
Descriptors: Mathematics Instruction, Pedagogical Content Knowledge, Intervention, Mathematics Achievement
Taylor, Jonte C.; Therrien, William J.; Kaldenberg, Erica; Watt, Sarah; Chanlen, Niphon; Hand, Brian – Journal of Science Education for Students with Disabilities, 2012
Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized…
Descriptors: Science Instruction, Disabilities, Inquiry, Teaching Methods
Guam Department of Education, 2017
The Guam Department of Education (GDOE) presents this report in compliance with Guam Public Law 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report (ASPER): (1) Demographic information on public school children in the community; (2) Information pertaining to student…
Descriptors: Annual Reports, Public Education, Demography, Academic Achievement
Guam Department of Education, 2016
This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…
Descriptors: Annual Reports, Public Schools, Educational Objectives, School Districts
Guam Department of Education, 2015
This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…
Descriptors: Annual Reports, Public Schools, Educational Objectives, School Districts
