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Nagle, Corey E.; Sheckley, Barry G.; Allen, George J. – Curriculum and Teaching Dialogue, 2016
This study explored whether Self-Regulated Learning (SRL) practices positively impacted urban students' performance in four Grade 8 science classes. Two classes were randomly assigned to an SRL intervention; two were assigned to a conventional teaching condition. Data were collected using a unit test, a district mandated assessment, and on-time…
Descriptors: Urban Schools, Learning Strategies, Science Achievement, Self Management
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Ball, Christopher; Huang, Kuo-Ting; Cotten, Shelia R.; Rikard, R. V. – Journal of Science Education and Technology, 2017
Over the past decade, there has been a strong national push to increase minority students' positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through…
Descriptors: STEM Education, Minority Group Students, Student Attitudes, Disproportionate Representation
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Kocaoz, Onur Emre; Little, Mary E.; Gallup, Jennifer – Education and Training in Autism and Developmental Disabilities, 2019
This study investigated an intervention package that combined Skillstreaming procedures with video modeling for the development of social skills for middle school students identified with and autism spectrum disorder (ASD). A multiple probe design across participants was employed to assess the effectiveness of the video modeling intervention…
Descriptors: Video Technology, Interpersonal Competence, Autism, Pervasive Developmental Disorders
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Barber, Mariah; Cartledge, Gwendolyn; Council, Morris, III; Konrad, Moira; Gardner, Ralph; Telesman, Alana O. – Learning Disabilities: A Contemporary Journal, 2018
This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of…
Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Programs, Culturally Relevant Education
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Mahmud, Nadim; Doshi, Sahil D.; Coniglio, Mary S.; Clermont, Michelle; Bernard, Donna; Reitz, Catherine; Khungar, Vandana; Asch, David A.; Mehta, Shivan J. – Health Education & Behavior, 2019
Background: Numerous barriers to outpatient colonoscopy completion exist, causing undue procedure cancellations and poor bowel preparation. We piloted a text message navigation program to improve colonoscopy adherence. Method: We conducted a prospective study of patients aged 18 to 75 years scheduled for outpatient colonoscopy at an urban…
Descriptors: Patient Education, Information Dissemination, Computer Mediated Communication, Navigation (Information Systems)
Robinson, Petra A., Ed.; Allen-Handy, Ayana, Ed.; Bryant, Amber, Ed.; Lewis, Chance W., Ed. – IAP - Information Age Publishing, Inc., 2019
In 2014, The Urban Education Collaborative at the University of North Carolina at Charlotte hosted its first biennial International Conference on Urban Education (ICUE) in Montego Bay, Jamaica. In 2016, the second hosting of the conference took place in San Juan, Puerto Rico. Additionally, in 2018, the third hosting of the conference took place in…
Descriptors: Urban Education, Curriculum Design, Curriculum Development, 21st Century Skills
Grant, Sean; Hamilton, Laura S.; Wrabel, Stephani L.; Gomez, Celia J.; Whitaker, Anamarie; Leschitz, Jennifer T.; Unlu, Fatih; Chavez-Herrerias, Emilio R.; Baker, Garrett; Barrett, Mark; Harris, Mark; Ramos, Alyssa – RAND Corporation, 2017
The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Evidence Based Practice
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Hier, Bridget O.; Eckert, Tanya L.; Viney, Elizabeth A. – School Psychology Review, 2019
This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback intervention condition, a goal setting intervention condition, or a control condition. Neither intervention strategy…
Descriptors: Writing Skills, Writing (Composition), Elementary School Students, Grade 3
Association of American Colleges and Universities, 2018
Presenting findings from a three-year project on Committing to Equity and Inclusive Excellence led by AAC&U in partnership with the Center for Urban Education at the University of Southern California, "A Vision for Equity" shares lessons learned about addressing equity gaps at thirteen participating campuses. The book details…
Descriptors: Equal Education, Intervention, Inclusion, Higher Education
Page, Melissa; Stevenson, Olivia; Saylor, Judy – Grantee Submission, 2019
"UNISON" was an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education to Take Stock in Children (TSIC), a state-wide, 501(c)(3) non-profit, private-public partnership in Florida. UNISON provided a whole school mentoring approach and focused on developing students'…
Descriptors: Program Evaluation, Grants, Educational Innovation, Mentors
Outes-León, Ingo; Sánchez, Alan; Vakis, Renos – World Bank, 2020
This paper evaluates the academic impact of a growth-mindset intervention on students starting the secondary level in public schools in urban Peru. ¡Expande tu Mente! is a 90-minute school session aimed at instilling the notion that a person's own intelligence is malleable. Students in schools randomly assigned to treatment showed a small…
Descriptors: Foreign Countries, Urban Schools, Secondary School Students, Intervention
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Matthews, Tracey D.; O'Neill, Elizabeth; Kostelis, Kimberly T.; Jaffe, Daniel; Vitti, Steven; Quinlan, Melissa; Boland, Michelle – American Journal of Health Education, 2015
Background: Identifying lifestyle factors such as physical activity (PA) patterns and eating behaviors of children may be beneficial in implementing interventions in urban elementary schools. Purpose: To examine PA levels and self-efficacy (SE) in PA and health eating (HE) of third, fourth, and fifth graders in 3 low economic elementary schools in…
Descriptors: Life Style, Physical Activity Level, Eating Habits, Urban Schools
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Brockenbrough, Ed – International Journal of Qualitative Studies in Education (QSE), 2012
While black queer educators could conceivably play a critical role in disrupting black queer marginality in educational settings, relatively little is known about their experiences. Drawing upon findings from a broader qualitative study on black male teachers in an urban school district in the United States, this article explores how five black…
Descriptors: Homosexuality, Males, Urban Schools, African Americans
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Bennett, Jessica G.; Gardner, Ralph, III; Cartledge, Gwendolyn; Ramnath, Rajiv; Council, Morris R., III – Education and Treatment of Children, 2017
This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance…
Descriptors: African American Students, Grade 2, Elementary School Students, Urban Schools
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Council, Morris R., III; Cartledge, Gwendolyn; Green, DeLayna; Barber, Mariah; Gardner, Ralph, III – Behavioral Disorders, 2016
This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories…
Descriptors: At Risk Students, Grade 1, Grade 2, Urban Schools
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