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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

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In 20150
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School Psychology Review1341
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DuPaul, George J.26
Gresham, Frank M.23
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Kratochwill, Thomas R.16
Power, Thomas J.16
Reschly, Daniel J.16
Fagan, Thomas K.15
Skinner, Christopher H.15
Eckert, Tanya L.14
Elliott, Stephen N.14
Hintze, John M.14
Volpe, Robert J.14
Christ, Theodore J.13
Keith, Timothy Z.13
McDermott, Paul A.13
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Showing 1,336 to 1,341 of 1,341 results
Achievement, Placement, and Services: Middle School Benefits of Classwide Peer Tutoring Used at the Elementary School.
Peer reviewed Peer reviewed
Greenwood, Charles R.; And Others – School Psychology Review, 1993
Trial spanning grades 1-4 reported changes in classroom processes produced by ClassWide Peer Tutoring (CWPT) Program covaried with statistically and educationally significant levels of growth in at-risk students' academic achievement. Investigated follow-up outcomes at end of sixth grade. Found continued improved academic outcomes in students at…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Followup Studies
Reciprocal Peer Tutoring and Parent Partnership: Does Parent Involvement Make a Difference?
Peer reviewed Peer reviewed
Heller, Lauren Rio; Fantuzzo, John W. – School Psychology Review, 1993
Examined Reciprocal Peer Tutoring (RPT) and parent involvement interventions on mathematics achievement of academically at-risk fourth and fifth graders (n=84). Found that students who received RPT plus parent involvement displayed higher levels of accurate mathematics computations than either RPT Only or control students and that students in RPT…
Descriptors: At Risk Persons, Intermediate Grades, Mathematics Achievement, Parent Participation
Bullies and Their Victims: Understanding a Pervasive Problem in the Schools.
Peer reviewed Peer reviewed
Batsche, George M.; Knoff, Howard M. – School Psychology Review, 1994
Notes that bullying affects 15-20% of all students in schools today. Discusses characteristics of bullies and their victims, school and family factors that affect development of bully/victim experience, and the school system responses to bullying. Provides components of comprehensive intervention plan for bullying. (Author/NB)
Descriptors: Aggression, Bullying, Elementary School Students, Elementary Secondary Education
Early Identification of Phonological Deficits in Kindergarten and Early Elementary Children at Risk for Reading Disability.
Peer reviewed Peer reviewed
Pepper, Pamela P.; Felton, Rebecca H. – School Psychology Review, 1995
Reviews current studies predicting risk for reading disability. Studies indicate children at risk for reading failure can be identified early in their school career. Measures of phonological skills are useful components of prediction batteries, but other factors should be considered. Describes tools for early identification and discusses methods…
Descriptors: Children, Early Identification, Intervention, Phonology
Curriculum-Based Measurement of English Reading with Bilingual Hispanic Students: A Validation Study with Second-Grade Students.
Peer reviewed Peer reviewed
Baker, Scott K.; Good, Roland – School Psychology Review, 1995
Investigates the reliability, validity, and sensitivity of curriculum-based measurement (CBM) reading in English with bilingual Hispanic students. Results indicate that CBM reading in English is as reliable and valid for bilingual students as it is for English-only students. Supports construct validity of CBM reading as a measure of general…
Descriptors: Bilingual Students, Curriculum Based Assessment, Grade 2, Hispanic Americans
Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas; Phillips, Norris B.; Hamlett, Carol L.; Karns, Kathy – School Psychology Review, 1995
Examines the effects of classwide peer-assisted learning strategies (PALS) in mathematics incorporating the use of curriculum-based measurement on acquisition and transfer learning of three types of students (average-achieving student, low-achieving students, and students with a learning disability). Analysis of variance indicates superior…
Descriptors: Curriculum Based Assessment, Elementary Education, Learning Disabilities, Learning Strategies
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