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Showing 1 to 15 of 62 results Save | Export
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Biancarosa, Gina; Kennedy, Patrick C.; Carlson, Sarah E.; Yoon, HyeonJin; Seipel, Ben; Liu, Bowen; Davison, Mark L. – Grantee Submission, 2019
Prior research suggests that subscores from a single achievement test seldom add value over a single total score. Such scores typically correspond to subcontent areas in the total content domain, but content subdomains might not provide a sound basis for subscores. Using scores on an inferential reading comprehension test from 625 third, fourth,…
Descriptors: Scores, Scoring, Achievement Tests, Grade 3
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Hulse, Taylyn; Daigle, Maria; Manzo, Daniel; Braith, Lindsay; Harrison, Avery; Ottmar, Erin – Grantee Submission, 2019
This paper examines whether using "From Here to There!" ("FH2T:E"), a dynamic game-based mathematics learning technology relates to improved early algebraic understanding. We use student log files within FH2T to explore the possible benefits of student behaviors and gamification on learning gains. Using in app measures of…
Descriptors: Elementary School Students, Elementary School Mathematics, Mathematics Education, Algebra
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Pas, Elise T.; Ryoo, Ji Hoon; Musci, Rashelle; Bradshaw, Catherine P. – Grantee Submission, 2019
The three-tiered Positive Behavioral Interventions and Supports (PBIS) framework promotes the development of systems and data analysis to guide the selection and implementation of evidence-based practices across multiple tiers. The current study examined the effects of universal (tier 1) or school-wide PBIS (SW-PBIS) in one state's scale-up of…
Descriptors: Positive Behavior Supports, Behavior Modification, Intervention, Program Effectiveness
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Sebastian, James; Herman, Keith C.; Reinke, Wendy M. – Grantee Submission, 2019
Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to a number of factors. A school's organizational health is one aspect of the broader social environment that has been hypothesized to influence implementation of interventions. Yet, empirical evidence is…
Descriptors: Classroom Techniques, Urban Schools, Intervention, Faculty Development
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McGinnis, J. Randy; Ketelhut, Diane Jass; Mills, Kelly; Hestness, Emily; Jeong, Hannoori; Cabrera, Lautaro – Grantee Submission, 2019
In this study, we described a curricular module on computational thinking (CT) integrated within an undergraduate, senior level elementary science methods course, and developed insights on elementary preservice science teachers' (PSTs) thoughts, feelings, and actions about CT integration. Our research question was: "Following participation in…
Descriptors: Preservice Teachers, Science Teachers, Computation, Thinking Skills
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Ganley, Colleen M.; Schoen, Robert C.; LaVenia, Mark; Tazaz, Amanda M. – Grantee Submission, 2019
Past research indicates that teacher math anxiety is related to student outcomes and can be decreased through intervention. However, there is little research on this topic, partially due to a lack of math anxiety measures validated for use with practicing teachers. In this study of 399 elementary school teachers, we report on the construct…
Descriptors: Mathematics Anxiety, Rating Scales, Construct Validity, Mathematics Education
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Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Grantee Submission, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Control, Grade 3, Elementary School Students
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Shechtman, Nicole; Roschelle, Jeremy; Feng, Mingyu; Singleton, Corinne – Grantee Submission, 2019
The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind's Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that treated schools implemented for an entire school year. The study was completed…
Descriptors: Mathematics Instruction, Mathematics Curriculum, Grade 5, Elementary School Mathematics
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Malone, Amelia S.; Fuchs, Lynn S.; Sterba, Sonya K.; Fuchs, Douglas; Foreman-Murray, Lindsay – Grantee Submission, 2019
The purpose of this study was to assess whether intervention with an integrated focus on fraction and decimal magnitude provides added value in improving rational number performance over intervention focused exclusively on fractions. We randomly assigned 4th graders with poor whole-number performance to 3 conditions: a business-as-usual control…
Descriptors: Fractions, Arithmetic, Mathematics Skills, Mathematics Instruction
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Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K.; Cheung, Chi-Ngai – Grantee Submission, 2019
We report the results of a pre-registered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no two consecutive problems require the same…
Descriptors: Randomized Controlled Trials, Mathematics Instruction, Grade 7, Assignments
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Scales, Peter C.; Pekel, Kent; Sethi, Jenna; Chamberlain, Rachel; Van Boekel, Martin – Grantee Submission, 2019
Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive…
Descriptors: Teacher Student Relationship, Middle School Students, High School Students, Student Motivation
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McMaster, Kristen L.; Lembke, Erica S.; Shin, Jaehyun; Poch, Apryl; Smith, R. Alex; Jung, Pyung-Gang; Allen, Abigail A.; Wagner, Kyle – Grantee Submission, 2019
We examined the effects of a professional development (PD) system designed to support teachers' use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided "tools" for early writing assessment and intervention, "learning modules" including…
Descriptors: Teaching Methods, Faculty Development, Writing Instruction, Writing Skills
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Hardcastle, Joseph; Herrmann Abell, Cari; DeBoer, George – Grantee Submission, 2019
Students' ability to explain phenomena were compared when they were provided a model versus asked to draw their own model. As part of a pilot test, 1,405 students in the fourth through twelfth grades from across the United States responded to one of three different modeling tasks. Each task presented students with a phenomenon related to energy…
Descriptors: Elementary School Students, Energy, Concept Formation, Freehand Drawing
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Jee, Benjamin D.; Anggoro, Florencia K. – Grantee Submission, 2019
Models are central to the practice and teaching of science. Yet people often fail to grasp how scientific models explain their observations of the world. Realizing the explanatory power of a model may require aligning its relational structure to that of the observable phenomena. The present research tested whether "relational…
Descriptors: Scaffolding (Teaching Technique), Children, Comprehension, Models
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Leite, Walter L.; Cetin-Berber, Dee D.; Huggins-Manley, Anne C.; Collier, Zachary K.; Beal, Carole R. – Grantee Submission, 2019
Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low-achieving students. The present study examines the relationship between usage of Algebra Nation, a self-guided system that provided…
Descriptors: Educational Technology, Technology Uses in Education, Video Technology, Algebra
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