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Showing 1 to 15 of 31 results Save | Export
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Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca – Journal of Research on Educational Effectiveness, 2018
The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…
Descriptors: Vocabulary Development, Teaching Methods, Faculty Development, Grade 1
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Arnesen, Anne; Smolkowski, Keith; Ogden, Terje; Melby-Lervåg, Monica – Emotional & Behavioural Difficulties, 2018
This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students' social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1-6 on the ESBA and the Social Skills Rating System…
Descriptors: Test Validity, Elementary School Teachers, Elementary School Students, Behavior Rating Scales
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Clarke, Ben; Shanley, Lina; Kosty, Derek; Baker, Scott K.; Cary, Mari Strand; Fien, Hank; Smolkowski, Keith – School Psychology Quarterly, 2018
The purpose of this study was to investigate the incremental validity of a set of domain general cognitive measures added to a traditional screening battery of early numeracy measures. The sample consisted of 458 kindergarten students of whom 285 were designated as severely at-risk for mathematics difficulty. Hierarchical multiple regression…
Descriptors: Mathematics Instruction, Screening Tests, At Risk Students, Cognitive Measurement
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Jayanthi, Madhavi; Gersten, Russell; Taylor, Mary Jo; Smolkowski, Keith; Dimino, Joseph – Regional Educational Laboratory Southeast, 2017
Contemporary state math standards emphasize that students must demonstrate an understanding of the mathematical ideas underlying the computations that have typically been the core of the elementary school math curriculum. The standards have put an increased emphasis on the study of fractions in upper elementary grades, which are the years during…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Faculty Development, Grade 4
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Anderson, Ross C.; Pitts, Christine; Smolkowski, Keith – Creativity Research Journal, 2017
This study examines measurement of creative ideational behaviors alongside factors of student engagement that may play a role in the development of students' creative potential during early adolescence in school. Two studies used exploratory and confirmatory factor analyses, cross-validation, and invariance testing of 2 extant measures with…
Descriptors: Early Adolescents, Learner Engagement, Factor Analysis, Grade 6
Strand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K. – Learning Disability Quarterly, 2017
We report on a practitioner implementation of Fusion, a first-grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this…
Descriptors: Grade 1, Mathematics Instruction, Evidence Based Practice, Curriculum Development
Clarke, Ben; Doabler, Christian T.; Kosty, Derek; Kurtz Nelson, Evangeline; Smolkowski, Keith; Fien, Hank; Turtura, Jessica – Grantee Submission, 2017
This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary…
Descriptors: Randomized Controlled Trials, Comparative Analysis, Kindergarten, Mathematics Instruction
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Clarke, Ben; Doabler, Christian; Smolkowski, Keith; Kurtz Nelson, Evangeline; Fien, Hank; Baker, Scott K.; Kosty, Derek – Journal of Research on Educational Effectiveness, 2016
This study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly…
Descriptors: Kindergarten, Numeracy, Mathematics Education, Intervention
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Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Kurtz-Nelson, Evageline; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Exceptional Children, 2016
The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements: geographical region, timing of the intervention, and instructional context of the…
Descriptors: Mathematics, Mathematics Achievement, Randomized Controlled Trials, Outcome Measures
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Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Baker, Scott K.; Smolkowski, Keith; Fien, Hank – School Psychology Review, 2016
There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among…
Descriptors: Kindergarten, Core Curriculum, Mathematics Curriculum, Mathematics Achievement
Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Kurtz-Nelson, Evangeline; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Grantee Submission, 2016
The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements: geographical region, timing of the intervention, and instructional context of the…
Descriptors: Achievement Tests, Control Groups, Experimental Groups, Grade 1
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Learning Disability Quarterly, 2016
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students
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Doabler, Christian T.; Clarke, Ben; Stoolmiller, Mike; Kosty, Derek B.; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Remedial and Special Education, 2017
A critical aspect of intervention research is investigating the active ingredients that underlie intensive interventions and their theories of change. This study explored the rate of instructional interactions within treatment groups to determine whether they offered explanatory power of an empirically validated Tier 2 kindergarten mathematics…
Descriptors: Mathematics Instruction, Intervention, Kindergarten, Structural Equation Models
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Baker, Doris Luft; Basaraba, Deni Lee; Smolkowski, Keith; Conry, Jillian; Hautala, Jarkko; Richardson, Ulla; English, Sherril; Cole, Ron – Bilingual Research Journal, 2017
We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment…
Descriptors: Transfer of Training, Pretests Posttests, Spanish, Oral Reading
Baker, Doris Luft; Basaraba, Deni Lee; Smolkowski, Keith; Conry, Jillian; Hautala, Jarkko; Richardson, Ulla; English, Sherryl; Cole, Ron – Grantee Submission, 2017
We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment…
Descriptors: Bilingualism, Computer Assisted Instruction, Computer Games, Decoding (Reading)
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