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Fien, Hank; Anderson, Daniel; Nelson, Nancy J.; Kennedy, Patrick; Baker, Scott K.; Stoolmiller, Michael – Learning Disabilities Research & Practice, 2018
The purpose of the present article is to report on a large-scale investigation of six school districts' implementation of an initiative aimed at reducing dropout rates by improving reading achievement in the middle grades. Data for the Middle School Intervention Project (MSIP) were collected in 25 middle schools across the state of Oregon. We…
Descriptors: Intervention, At Risk Students, Predictor Variables, Grade 8
Doabler, Christian T.; Nelson, Nancy J.; Kennedy, Patrick C.; Stoolmiller, Mike; Fien, Hank; Clarke, Ben; Gearin, Brian; Smolkowski, Keith; Baker, Scott K. – Learning Disability Quarterly, 2018
Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one…
Descriptors: Core Curriculum, Evidence Based Practice, Longitudinal Studies, Mathematics Instruction
Doabler, Christian T.; Nelson, Nancy J.; Kennedy, Patrick; Stoolmiller, Mike; Fien, Hank; Clarke, Ben; Smolkowski, Keith; Gearin, Brian; Baker, Scott K. – Grantee Submission, 2018
Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effect of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one…
Descriptors: Core Curriculum, Evidence Based Practice, Longitudinal Studies, Mathematics Instruction
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Nelson, Nancy J.; Fien, Hank; Doabler, Christian T.; Clarke, Ben – TEACHING Exceptional Children, 2016
One can barely keep up with the pace at which new educational games and apps are being introduced and digested in the market. With so many choices available, how do schools and teachers decide what to use? How do they have confidence their choices will result in desired outcomes? Education technology offers a number of potential benefits that can…
Descriptors: Educational Technology, Educational Games, Computer Oriented Programs, Technology Uses in Education
Nelson, Nancy J.; Fien, Hank; Doabler, Christian T.; Clarke, Ben – Grantee Submission, 2016
Hope Elementary School recently purchased tablets for all of its students to facilitate the use of technology in the classroom. The principal at Hope Elementary understands that technology can be an efficient and effective way for teachers to access materials and differentiate instruction to support the achievement of all learners. However, some…
Descriptors: Educational Technology, Educational Games, Computer Oriented Programs, Technology Uses in Education
Crone, Deanne A.; Carlson, Sarah E.; Haack, Marcia K.; Kennedy, Patrick C.; Baker, Scott K.; Fien, Hank – Assessment for Effective Intervention, 2016
The use of data-based decision making (DBDM) in schools to drive educational improvement and success has been strongly promoted by educational experts and policymakers, yet very little is documented about the actual DBDM practices used in schools. This study examines DBDM practices in 25 middle schools through 80 standardized observations of data…
Descriptors: Observation, Intervention, Data, Decision Making
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
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
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Cary, Mari Strand; Doabler, Christian; Clarke, Benjamin; Fien, Hank; Baker, Scott K.; Jungjohann, Kathy J. – Society for Research on Educational Effectiveness, 2013
The low level of mathematics performance of U.S. students in relation to national standards and in international comparisons has concerned educators and policy makers for many years. The authors' primary goals were to design a feasible and usable intervention and gather data on the promise of the intervention to foster students' conceptual…
Descriptors: Grade 1, Intervention, Mathematics Instruction, Concept Formation
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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
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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
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Baker, Scott K.; Smolkowski, Keith; Smith, Jeanie Mercier; Fien, Hank; Kame'enui, Edward J.; Beck, Carrie Thomas – Elementary School Journal, 2011
This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003-2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005-2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform…
Descriptors: Reading Programs, Formative Evaluation, Program Effectiveness, Reading Instruction