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Showing all 7 results
Peer reviewed
Direct linkVaughn, Sharon; Roberts, Greg; Swanson, Elizabeth A.; Wanzek, Jeanne; Fall, Anna-Mária; Stillman-Spisak, Stephanie J. – Educational Psychology Review, 2015
This study aimed to replicate findings that demonstrated impact on students' reading comprehension and social studies content learning. Using a randomized control trial, intervention, and outcome measures, this study was replicated in 85 8th-grade social studies classes with 19 teachers. Teachers were provided professional development on…
Descriptors: Middle School Students, Social Studies, Reading Comprehension, Grade 8
Roberts, Greg; Scammacca, Nancy; Osman, David J.; Hall, Colby; Mohammed, Sarojani S.; Vaughn, Sharon – Educational Psychology Review, 2014
Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, "Journal of Experimental…
Descriptors: Metacognition, History Instruction, Recall (Psychology), Correlation
Fogarty, Melissa; Oslund, Eric; Simmons, Deborah; Davis, John; Simmons, Leslie; Anderson, Leah; Clemens, Nathan; Roberts, Greg – Educational Psychology Review, 2014
In this experimental study, we examined the effects of a multicomponent reading comprehension intervention in sixth- to eighth-grade English language arts classes with a focus on factors to enhance treatment implementation. We tested the contribution of a theoretically derived fidelity framework that included adherence, quality, dosage, program…
Descriptors: Reading Comprehension, Intervention, Fidelity, Factor Analysis
Rohrer, Doug – Educational Psychology Review, 2012
When students encounter a set of concepts (or terms or principles) that are similar in some way, they often confuse one with another. For instance, they might mistake one word for another word with a similar spelling (e.g., allusion instead of illusion) or choose the wrong strategy for a mathematics problem because it resembles a different kind of…
Descriptors: Middle School Students, Textbook Content, Misconceptions, Scientific Concepts
Agarwal, Pooja K.; Bain, Patrice M.; Chamberlain, Roger W. – Educational Psychology Review, 2012
Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., "Journal of Educational Psychology" 103:399-414, 2011; McDaniel et al. 2012; Roediger…
Descriptors: Evidence, Feedback (Response), Scientific Research, Student Attitudes
Rothkopf, Ernst Z. – Educational Psychology Review, 2008
Over 100 years of learning and cognition research have had only modest cumulative impact on teaching, while many other practical domains such as agriculture have shown a steady growth in widely accepted, research-informed practices. Several reasons have been advanced for the painfully slow adoption of science-based instructional procedures. One…
Descriptors: Industrial Training, Logical Thinking, Teaching Methods, Instructional Effectiveness
Warren, Jared S.; Bohanon-Edmonson, Hank M.; Turnbull, Ann P.; Sailor, Wayne; Wickham, Donna; Griggs, Peter; Beech, Shelly E. – Educational Psychology Review, 2006
The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school…
Descriptors: Behavior Problems, Intervention, Partnerships in Education, Student Behavior
