This large-scale study characterizes the algebraic learning of a cohort of nearly 800 French students during the last year of middle school (9th grade, 14-15 years old) and examines their evolution in relation to the composition of the classes to which the students belong. Based on the Anthropological Theory of the Didactic (ATD), the study is…

While researchers and practitioners have long known that differentiating formative feedback (FF) is a requisite for creating more equitable learning opportunities for students, less is known about how teachers plan for, enact, and reflect on differentiated FF dialogues with students individually, in small groups, or as a whole class--a lens on…

The problem addressed through this study is the inconsistent use of mathematics educational technology tools in middle school mathematics courses in the United States. The problem was important to address because inconsistent use of mathematics educational technology tools may impact student performance. The purpose of this basic qualitative study…

Progress monitoring data provide important information on student functioning in response to an intervention. Yet, there are several barriers to effective progress monitoring of internalizing symptoms among youth. To address these concerns, the current paper conceptualized the use of ecological momentary assessment (EMA) as a service delivery…

Successful reading comprehension--especially in a second language (L2)--relies on the ability to monitor one's comprehension, that is, to notice comprehension breaks and make repairs. Comprehension monitoring may be limited given effortful word processing but may also be supported through active reading. The current study addresses to what extent…

Purpose: Personalized learning plans (PLPs) are increasing in use and USA state-level educational policies. PLPs are key components in proficiency-based learning reforms and flexible pathways to graduation. Although the theoretical and implementation literature is increasing, evidence of student outcomes is more difficult to readily identify. The…

Data-based individualization (DBI) is a framework that allows educators to make timely and informed decisions about student progress in academics or behavior. In this article, we focus on the DBI framework as applied to math intervention within a tiered support model for students experiencing math difficulty. We review how DBI starts with an…

This report delves into the cost and effectiveness of the ASSISTments program as an online math support tool. Aiming to replicate previous findings, the study focused on the impact of ASSISTments on student learning in seventh-grade classrooms. The report outlines the study's objectives, setting, and participants alongside the study design,…

Compared to other content areas, there is a dearth of research examining curriculum-based measurement of writing (CBM-W). This study conducted a conceptual replication examining the reliability, stability, and sensitivity to growth of slopes produced from CBM-W. Eighty-nine (N = 89) eighth-grade students responded to one CBM-W probe weekly for 11…

For more than ten years, students at Bayard Middle School have not demonstrated mastery of the Common Core State Standards based on their performance on the state assessment administered every spring. Regardless of the particular assessment, students have consistently scored at the bottom of the state when compared with their grade-level peers.…

Background: Goal setting has been established in the literature as a critical component of self-regulated learning and for effective problem-solving. Yet, surprisingly little attention has been focused on goal-directed behaviour in digital game-based learning environments (GBLEs) despite their expanding use in educational contexts. Objectives: The…

This study compared students' performance on Istation, a computer-based progress-monitoring tool, and easyCBM, a paper-pencil progress-monitoring tool. Participants included 106 students in Grades K-6 from a rural school in New Mexico. Teachers in these grade levels administered both assessments three times during the school year. Results…

Replication studies in special education are necessary to strengthen the foundation upon which instruction and intervention for students with disabilities are built. J. Jenkins et al. (2017) found intermittent reading fluency progress monitoring schedules did not delay decision-making and were similar in decision-making accuracy to the traditional…

This longitudinal study examined the effectiveness of a progress monitoring method, namely the Multilayer Instruction Model-Progress Monitoring (MIM-PM), which is a word reading fluency measure. It was used from 1st grade onward to predict the overall reading achievement of students in elementary school by tracking their reading achievement over…

As parents, communities, educators, and policymakers continue to assess the impact of the COVID-19 pandemic on student learning in America, many have turned to recently released results from the National Assessment of Educational Progress (NAEP). NAEP measures what students know and what they can do in several tested subjects, including reading,…