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No Child Left Behind Act 20011
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Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Turtura, Jessica; Kosty, Derek; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K. – Exceptional Children, 2019
This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…
Descriptors: Correlation, Mathematics Skills, Mathematics Instruction, Kindergarten
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
Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank – Journal of Special Education, 2017
Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…
Descriptors: Numbers, Mathematics Skills, Mathematics Achievement, At Risk Students
Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank – Grantee Submission, 2017
Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…
Descriptors: Achievement Tests, At Risk Students, Comparative Analysis, Control Groups
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Fien, Hank; Doabler, Christian T.; Nelson, Nancy J.; Kosty, Derek B.; Clarke, Ben; Baker, Scott K. – Journal of Research on Educational Effectiveness, 2016
The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, &…
Descriptors: Mathematics Instruction, Grade 1, Elementary School Students, At Risk Students
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Clarke, Ben; Baker, Scott; Smolkowski, Keith; Doabler, Christian; Strand Cary, Mari; Fien, Hank – Journal of Research on Educational Effectiveness, 2015
This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment…
Descriptors: Kindergarten, Young Children, Mathematics Instruction, Control Groups
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What Works Clearinghouse, 2015
For the 2014 study, "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students", researchers examined the effects of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. WHS consists of three components:…
Descriptors: Skill Development, Elementary School Students, Video Technology, Interpersonal Competence
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Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin – Journal of Learning Disabilities, 2015
This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
Fien, Hank; Doabler, Christian T.; Nelson, Nancy J.; Kosty, Derek B.; Clarke, Ben; Baker, Scott K. – Grantee Submission, 2016
The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, &…
Descriptors: Mathematics Instruction, Grade 1, Elementary School Students, At Risk Students
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Ball, Carrie R.; Finch, W. Holmes; Gettinger, Maribeth – Preventing School Failure, 2014
Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the…
Descriptors: Kindergarten, At Risk Students, Classroom Environment, Context Effect
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Woodbridge, Michelle W.; Sumi, W. Carl; Wagner, Mary M.; Javitz, Harold S.; Seeley, John R.; Walker, Hill M.; Small, Jason W.; Golly, Annemieke; Feil, Edward G.; Severson, Herbert H. – School Psychology Review, 2014
First Step to Success (First Step; Walker et al., 1997, 1998) is a secondary-level intervention for students with behavior problems in early elementary school. The purposes of this study were to assess whether effects in student behavior and academics at posttest shown in a recent efficacy trial (Walker et al., 2009) were maintained at follow-up…
Descriptors: Student Behavior, Behavior Problems, Pretests Posttests, Fidelity
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Baker, Scott K.; Smolkowski, Keith; Chaparro, Erin A.; Smith, Jean L. M.; Fien, Hank – Journal of Research on Educational Effectiveness, 2015
Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a…
Descriptors: Reading Instruction, Grade 1, Intervention, Response to Intervention
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Doabler, Christian T.; Nelson-Walker, Nancy; Kosty, Derek; Baker, Scott K.; Smolkowski, Keith; Fien, Hank – Society for Research on Educational Effectiveness, 2013
In this study, the authors conceptualize teaching episodes such as an integrated set of observable student-teacher interactions. Instructional interactions that take place between teachers and students around critical academic content are a defining characteristic of classroom instruction and a component carefully defined in many education…
Descriptors: Predictive Validity, Mathematics Instruction, Academic Achievement, Literacy Education
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Nelson-Walker, Nancy J.; Doabler, Christian T.; Fien, Hank; Gause, Marshall; Baker, Scott K.; Clarke, Ben – Society for Research on Educational Effectiveness, 2013
Widespread concern has been expressed about the persistent low mathematics achievement of students in the US, particularly for students from low-income and minority backgrounds and students with disabilities. Instructional gaming technology, when designed and fictionalized well, has the potential to improve the motivation and mathematics…
Descriptors: Mathematics Achievement, Low Achievement, At Risk Students, Educational Games
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What Works Clearinghouse, 2013
"Investigations in Number, Data, and Space"[R], published by Pearson Scott Foresman, is an activity-based K-5 mathematics curriculum designed to help students understand number and operations, geometry, data, measurement, and early algebra. Each instructional unit focuses on a particular content area and lasts from two to five-and-a-half…
Descriptors: Elementary School Mathematics, Mathematics Instruction, Intervention, Elementary School Students
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