The present study investigated the impact of COVID-19 on middle level females enrolled in algebra in face-to-face instruction or virtual instruction during the 2020-2021 school year. The study analyzed the data from the required summative assessment for algebra students mandated by South Carolina Department of Education. Districts had flexibility…

Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such…

The aim of the study is to design an effective instruction build on the Dick and Carey Model and game-based learning that enables an undiagnosed language learner of dyslexia, facing problems in vocabulary acquisition to acquire a pre-defined number of vocabularies in a given time. The method of the curriculum development study is based on a case…

The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom interventions. However, prior programs have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aim of this study was to…

Direct Behavior Rating-Single Item Scales (DBR-SIS) have been advanced as a promising, systematic, behavioral, progress-monitoring method that is flexible, efficient, and defensible. This study aimed to extend existing literature on the use of DBR-SIS in elementary and secondary settings, and to examine methods of monitoring student progress in…

The Common Planning Time Project of the Middle Level Education Research Special Interest Group (MLER SIG) of the American Educational Research Association provided an avenue through which researchers from throughout the United States could investigate numerous aspects of common planning time in schools. Although several studies have investigated…

The school quality assessment process under No Child Left Behind (NCLB) is criticized for oversimplifying and overemphasizing standardized test results and unfairly targeting diverse, urban schools. There has been much development in alternative test score evaluations, especially value-added models. These developments have tilted the public…

Out-of-school factors can significantly impact students' readiness to learn and thrive in school. Research confirms that larger social structures and contexts beyond the school are critical, accounting for up to two-thirds of the variance in student achievement (Coleman et al., 1966; Rothstein, 2010; Phillips, Brooks-Gunn, Duncan, Klebanov, &…

This study examines the issues surrounding middle school students' transitions to high school and the degree to which freshman orientation models can help them. The attendance, discipline, report card grades, and end-of-course exams of 60 students who participated in a freshman orientation were compared to those of 150 students who were invited to…

Treatments for disruptive behaviors are often guided by parent reports on questionnaires, rather than by multiple methods of assessment. Professional observations and clinic analogs exist to complement questionnaires, but parents can also collect useful behavioral observations to inform and guide treatment. Two parent observation methods of child…

Preparation for today's influenced technology professional world starts with structure of primary and secondary educational learning environments. The student learning platforms should be aligned in some ways to professional working platforms. This quantitative correlational ex post facto study compared the effectiveness of learning modalities in…

This article compares charter schools and other public schools in New York State. School Report Card (SRC) data measuring student, teacher, and school characteristics from the state's 16 urban school districts with charter schools were examined. Descriptive and multivariate analysis was used. The findings suggest that there are more similarities…

In this age of data based decision making and accountability, parent involvement and data collection are paramount. This study represents a significant contribution to educational research by extending the understanding of home-school communication media with specific regard to daily progress reports. The purpose of this study was to compare…

This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…

Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the…