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Kuhfeld, Megan; Soland, James – Journal of Research on Educational Effectiveness, 2020
Educational stakeholders have long known that students might not be fully engaged when taking an achievement test and that such disengagement could undermine the inferences drawn from observed scores. Thanks to the growing prevalence of computer-based tests and the new forms of metadata they produce, researchers have developed and validated…
Descriptors: Metadata, Computer Assisted Testing, Achievement Tests, Reaction Time
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Nurshatayeva, Aizat; Page, Lindsay C. – Journal of Research on Educational Effectiveness, 2020
English-only college education in non-English speaking countries is a rapidly growing phenomenon that has been dubbed as the most important trend in higher education internationalization. Despite worldwide popularity, there is little empirical evidence about how the transition to English-only instruction affects students' academic outcomes. Using…
Descriptors: Language of Instruction, English (Second Language), Outcomes of Education, Educational Trends
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Hanno, Emily C.; Gonzalez, Kathryn E. – Journal of Research on Educational Effectiveness, 2020
Student absenteeism is a widespread and critical issue in early childhood education. Current efforts to reduce student absenteeism in both preschool and K-12 settings have largely been family- and parent-focused interventions. Yet, interventions targeting teachers and schools may similarly be effective tools to improve student attendance. We…
Descriptors: Faculty Development, Attendance, Preschool Children, Preschool Teachers
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Bowen, Daniel H.; Kisida, Brian – Journal of Research on Educational Effectiveness, 2020
Preparing students to be effective citizens is a longstanding goal of public education. Historical content provides illustrative opportunities for civic learning. Teaching about the Holocaust exemplifies this approach. Employing an experimental research design with 865 secondary school students, we analyze effects on civic outcomes from learning…
Descriptors: European History, History Instruction, Middle School Students, High School Students
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Didion, Lisa; Toste, Jessica R.; Filderman, Marissa J. – Journal of Research on Educational Effectiveness, 2020
Research-based instruction is necessary to support students' reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present…
Descriptors: Faculty Development, Reading Achievement, Program Effectiveness, Kindergarten
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Atchison, Drew – Journal of Research on Educational Effectiveness, 2020
Prior to the 2012-13 school year, New York and many other states underwent changes to their accountability systems as a result of applying for and being granted waivers from the requirements of the No Child Left Behind Act of 2001. A key component of these new accountability systems, under what is known as ESEA Flexibility or NCLB Waivers, was the…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Compliance (Legal)
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Chen, Jianshen; Keller, Bryan – Journal of Research on Educational Effectiveness, 2019
Despite the overwhelming focus on the overall average treatment effect in the methodological and statistical literature, in many cases the efficacy of an educational program or intervention might vary based on unit background characteristics. The identification of subgroups for which an educational intervention is particularly effective or, on the…
Descriptors: Heterogeneous Grouping, Observation, Longitudinal Studies, Children
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Soland, James; Kuhfeld, Megan; Wolk, Emily; Bi, Sharon – Journal of Research on Educational Effectiveness, 2019
Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. However, little is known about how much of the variance in SEL constructs is stable over time versus specific to a…
Descriptors: Social Development, Emotional Development, Intervention, Educational Environment
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Weiss, Michael J.; Headlam, Camielle – Journal of Research on Educational Effectiveness, 2019
Community colleges are a large sector of postsecondary education. In 2016-2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math.…
Descriptors: Community Colleges, Two Year College Students, Computer Assisted Instruction, Electronic Learning
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Mac Iver, Martha Abele; Stein, Marc L.; Davis, Marcia H.; Balfanz, Robert W.; Fox, Joanna Hornig – Journal of Research on Educational Effectiveness, 2019
Building on previous research showing how well ninth-grade student behaviors predict on-time high school graduation, this experimental study investigates the impact of a ninth-grade intervention on student attendance and course passing. The study, conducted in 41 geographically and demographically diverse high schools within a single state,…
Descriptors: High School Students, Grade 9, Predictor Variables, Graduation Rate
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Parker, David C.; Nelson, Peter M.; Zaslofsky, Anne F.; Kanive, Rebecca; Foegen, Anne; Kaiser, Patrick; Heisted, David – Journal of Research on Educational Effectiveness, 2019
Evidence-based interventions exist for improving multiple fundamental math competencies, but delivering interventions with fidelity and within a data-driven, tiered framework is a practical challenge faced by most schools. The current study evaluated a math intervention program delivered with community-based resources via AmeriCorps. At the…
Descriptors: Program Evaluation, Intervention, Mathematics Education, Elementary School Students
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Torrente, Catalina; Aber, John Lawrence; Starkey, Leighann; Johnston, Brian; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Seidman, Edward; Wolf, Sharon; Tubbs Dolan, Carly – Journal of Research on Educational Effectiveness, 2019
We used a cluster-randomized, wait-list controlled trial to examine impacts of a school-based social-emotional learning intervention on Congolese students and teachers. Seventy-six school clusters in two groups (A and B) were randomized to treatment or control. The groups differed in geographic location, accessibility, exposure to violence, and…
Descriptors: Foreign Countries, Educational Improvement, Classroom Environment, Social Development
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Jones, Stephanie M.; LaRusso, Maria; Kim, James; Yeon Kim, Ha; Selman, Robert; Uccelli, Paola; Barnes, Sophie P.; Donovan, Suzanne; Snow, Catherine – Journal of Research on Educational Effectiveness, 2019
With a sample of 7,752 fourth- to seventh-grade students in 25 schools which were randomized at the school level to condition, this article reports experimental impacts of an enhanced version of Word Generation on student outcomes at the end of Year 1 and of Year 2. Word Generation employs analysis, synthesis, critique, and problem-solving…
Descriptors: Disadvantaged Schools, Reading Comprehension, Vocabulary Development, Academic Language
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Jenkins, Jade Marcus; Whitaker, Anamarie Auger; Nguyen, Tutrang; Yu, Winnie – Journal of Research on Educational Effectiveness, 2019
Public preschool programs require the use of a research-based, whole-child curriculum, yet limited research examines whether curricula influence classroom experiences and children's development. We use five samples of preschool children to examine differences in classroom processes and children's school readiness by classroom curricular status…
Descriptors: Preschool Education, Child Development, Meta Analysis, School Readiness
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Cannata, Marisa; Redding, Christopher; Nguyen, Tuan D. – Journal of Research on Educational Effectiveness, 2019
This article is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and the emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means…
Descriptors: Ownership, Student Responsibility, Educational Practices, School Culture
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