A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement. PAL interventions were most effective with younger, urban, low-income, and minority students. Interventions that used…

The effects of a mathematical problem-solving intervention on students' problem-solving performance and math achievement were measured in a randomized control trial with 1,059 7th-grade students. The intervention, "Solve It!," is a research-based cognitive strategy instructional intervention that was shown to improve the problem-solving…

This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior…

These 2 studies investigate the extent to which an Embodied Mixed Reality Learning Environment (EMRELE) can enhance science learning compared to regular classroom instruction. Mixed reality means that physical tangible and digital components were present. The content for the EMRELE required that students map abstract concepts and relations onto…

Urban at-risk elementary school students (n=72) who experienced both parent involvement (PI) and reciprocal peer tutoring interventions or the PI intervention alone reported higher self-concept and greater gains in mathematics achievement than students in practice control conditions. (SLD)

Effects of an intervention by teachers and researchers to enhance mathematics and reading self-concepts were studied for 162 Australian students in grades 3 through 6 with low academic self-concept. Implications of the modest enhancement of self-concept for specific facets over a relatively short period are discussed. (SLD)