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Vaughn, Sharon; Martinez, Leticia R.; Williams, Kelly J.; Miciak, Jeremy; Fall, Anna-Mária; Roberts, Greg – Journal of Educational Psychology, 2019
This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to…
Descriptors: Intervention, Reading Programs, Adolescents, Reading Difficulties
Williams, Joanna P.; Kao, Jenny C.; Pao, Lisa S.; Ordynans, Jill G.; Atkins, J. Grant; Cheng, Rong; DeBonis, Daniel – Journal of Educational Psychology, 2016
We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty lessons on 5 basic text structures (sequence, comparison, causation, description, and problem-solution) were embedded in a social studies curriculum that…
Descriptors: Intervention, Reading Comprehension, Grade 2, Urban Schools
Crawford, April; Varghese, Cheryl; Hsu, Hsien-Yuan; Zucker, Tricia; Landry, Susan; Assel, Michael; Monsegue-Bailey, Pauline; Bhavsar, Vibhutibala – Journal of Educational Psychology, 2021
This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers (n = 174) were randomly assigned to 1 of 3 conditions: remote coaching (n = 59), face-to-face coaching (n = 66), and business-as-usual (n = 49). This study examined…
Descriptors: Coaching (Performance), Faculty Development, Preschool Teachers, Program Effectiveness
Herman, Keith C.; Reinke, Wendy M.; Dong, Nianbo; Bradshaw, Catherine P. – Journal of Educational Psychology, 2022
This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…
Descriptors: Program Effectiveness, Classroom Techniques, Student Behavior, Behavior Modification
Olson, Carol Booth; Woodworth, Katrina; Arshan, Nicole; Black, Rebecca; Chung, Huy Q.; D'Aoust, Catherine; Dewar, Tim; Friedrich, Linda; Godfrey, Lauren; Land, Robert; Matuchniak, Tina; Scarcella, Robin; Stowell, Laurie – Journal of Educational Psychology, 2020
This study reports findings from a multisite cluster randomized controlled trial designed to validate and scale up an existing successful professional development program that uses a cognitive strategies approach to text-based analytical writing. The Pathway to Academic Success Project worked with partner districts affiliated with 4 National…
Descriptors: Secondary School Students, Hispanic American Students, English Language Learners, Academic Language
O'Connor, Erin E.; Cappella, Elise; McCormick, Meghan P.; McClowry, Sandee G. – Journal of Educational Psychology, 2014
The primary aim of this group randomized trial was to test the efficacy of INSIGHTS Into Children's Temperament (INSIGHTS) in increasing the academic achievement and sustained attention and reducing the disruptive behavior problems of low-income kindergarten and 1st grade children. Twenty-two urban elementary schools serving low-income families…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Program Effectiveness
Patricia A. Jennings; Joshua L. Brown; Jennifer L. Frank; Sebrina Doyle; Yoonkyung Oh; Regin Davis; Damira Rasheed; Anna DeWeese; Anthony A. DeMauro; Heining Cham; Mark T. Greenberg – Journal of Educational Psychology, 2017
Understanding teachers' stress is of critical importance to address the challenges in today's educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers)…
Descriptors: Interpersonal Competence, Randomized Controlled Trials, Stress Variables, Teacher Burnout
Zepeda, Cristina D.; Richey, J. Elizabeth; Ronevich, Paul; Nokes-Malach, Timothy J. – Journal of Educational Psychology, 2015
Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition, motivation, learning, and future learning in the classroom. We examined whether a 6-hr intervention designed to teach the declarative and procedural components of planning, monitoring, and…
Descriptors: Direct Instruction, Metacognition, Educational Benefits, Adolescents
Peer reviewed
Fantuzzo, John W.; And Others – Journal of Educational Psychology, 1995
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)
Descriptors: Achievement Gains, Elementary Education, Elementary School Students, High Risk Students
Baker, Ryan S. J. d.; Corbett, Albert T.; Gowda, Sujith M. – Journal of Educational Psychology, 2013
Recently, there has been growing emphasis on supporting robust learning within intelligent tutoring systems, assessed by measures such as transfer to related skills, preparation for future learning, and longer term retention. It has been shown that different pedagogical strategies promote robust learning to different degrees. However, the student…
Descriptors: Intelligent Tutoring Systems, Educational Technology, Genetics, Science Instruction
Arroyo, Ivon; Burleson, Winslow; Tai, Minghui; Muldner, Kasia; Woolf, Beverly Park – Journal of Educational Psychology, 2013
We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students' style…
Descriptors: Gender Differences, Educational Technology, Technology Uses in Education, Mathematics Instruction
Rittle-Johnson, Bethany; Matthews, Percival G.; Taylor, Roger S.; McEldoon, Katherine L. – Journal of Educational Psychology, 2011
Knowledge of mathematical equivalence, the principle that 2 sides of an equation represent the same value, is a foundational concept in algebra, and this knowledge develops throughout elementary and middle school. Using a construct-modeling approach, we developed an assessment of equivalence knowledge. Second through sixth graders (N = 175)…
Descriptors: Middle School Students, Knowledge Level, Mathematics Skills, Mathematical Concepts
Peer reviewed
Craven, Rhonda G.; And Others – Journal of Educational Psychology, 1991
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)
Descriptors: Achievement Gains, Attribution Theory, Elementary Education, Elementary School Students