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Peer reviewed
Direct linkTyler W. Watts; Chen Li; Xinyu S. Pan; Jill Gandhi; Dana C. McCoy; C. Cybele Raver – Grantee Submission, 2023
The current paper reports long-term impacts of the Chicago School Readiness Project (CSRP) on measures of achievement, cognitive functioning, and behavioral regulation taken toward the end of students' high school careers. The CSRP was a self-regulation-focused early childhood intervention implemented in Head Start centers serving high-poverty…
Descriptors: School Readiness, Program Effectiveness, Academic Achievement, Cognitive Processes
Espelage, Dorothy L.; Rose, Chad; Nickodem, Kyle; Robinson, Luz E.; El Sheikh, America; Hanebutt, Rachel A.; Forber-Pratt, Anjali; Graves, Katie; Valido, Alberto; Ingram, Katherine; Milarsky, Tracey K.; Drescher, Anne; Ousley, Cannon; Mirielli, Lindsey; Gomez, Angelica M.; Clements, Graceson; Salama, Christine; Chalfant, Pam; Poekert, Phil – Grantee Submission, 2023
Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores out- come data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly…
Descriptors: Bullying, Students with Disabilities, Self Efficacy, Teacher Effectiveness
Christine G. Mokher; Toby J. Park-Gaghan; Shouping Hu – Grantee Submission, 2023
Developmental education reform has shown promising evidence toward improving short-term outcomes, yet questions remain about whether these early gains contribute momentum toward mid-term and longer-term postsecondary success. In 2014, Florida implemented one of the nation's most comprehensive developmental education reforms. Many students became…
Descriptors: Developmental Studies Programs, College Preparation, Success, Program Effectiveness
Yasemin Copur-Gencturk; Chandra Hawley Orrill – Grantee Submission, 2023
The scalability and accessibility of quality professional development (PD) is an ongoing concern in the teacher education community, yet little research has been conducted on potential solutions. We aimed to address this gap by developing an interactive, virtual PD program that uses intelligent tutoring systems and provides instant feedback to…
Descriptors: Faculty Development, Online Courses, Teacher Education, Intelligent Tutoring Systems
Fiona L. Macphee; Stephanie K. Brewer; Margaret H. Sibley; Paulo Graziano; Joseph S. Raiker; Stefany J. Coxe; Pablo Martin; Shauntal J. Van Dreel; Mercedes Ortiz Rodriguez; Aaron R. Lyon; Timothy F. Page – Grantee Submission, 2023
Background: Youth with ADHD are at risk of academic impairments, dropping out of high school, and dysfunction in young adulthood. Interventions delivered early in high school could prevent these harmful outcomes, yet few high school students with ADHD receive treatment due to limited access to intervention providers. This study will test a…
Descriptors: Intervention, High School Students, Attention Deficit Hyperactivity Disorder, Comparative Analysis
Francis Huang; Anne Gregory; Allison Rae Ward-Seidel – Grantee Submission, 2023
The overuse of exclusionary discipline practices, such as out-of-school suspensions (OSS), have consistently been documented over several decades. The resulting racial discipline disparities and the negative outcomes related to OSS have led policy makers and educators to consider other approaches to school discipline. One such approach, which has…
Descriptors: Elementary Secondary Education, Schools, Urban Schools, Restorative Practices
Download full textWen Huang; Candace Walkington; Mitchell J. Nathan – Grantee Submission, 2023
This study investigates how learners collaboratively construct embodied geometry knowledge in shared VR environments. Three groups of in-service teachers collaboratively explored six geometric conjectures with various virtual objects (geometric shapes) under the guidance of a facilitator. Although all the teachers were in different physical…
Descriptors: Cooperative Learning, Geometry, Mathematics Education, Computer Simulation
Jasmine Kim; Joseph Burey; HyeJin Hwang; Kristen McMaster; Panayiota Kendeou – Grantee Submission, 2023
The purpose of this study is to evaluate the role of the Early Language Comprehension Individualized Instruction (ELCII) program in supporting kindergarteners' learning of inference-making during the COVID-19 pandemic. Two different cohorts of pre- and in-pandemic students completed the ELCII program, which was designed to teach them how to make…
Descriptors: Inferences, COVID-19, Pandemics, Individualized Instruction
Charles A. MacArthur; Zoi Traga Philippakos; Henry May – Grantee Submission, 2023
Supporting Strategic Writers (SSW) is an instructional approach and curriculum for college developmental English and integrated reading and writing courses. SSW is based on strategy instruction integrated with practices common in college English. Students learn strategies for writing and critical reading of sources based on rhetorical analysis and…
Descriptors: Developmental Studies Programs, English Instruction, Teaching Methods, English Curriculum
Elizabeth Swanson; Alicia A. Stewart; Elizabeth A. Stevens; Nancy K. Scammacca; Philip Capin; Bethany H. Bhat; Greg Roberts; Sharon Vaughn – Grantee Submission, 2023
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…
Descriptors: Faculty Development, Program Effectiveness, Fidelity, Grade 4
Natalie A. Koziol; Kari S. Kretch; Regina T. Harbourne; Michele A. Lobo; Sarah W. McCoy; Rebecca Molinini; Lin-Ya Hsu; Iryna Babik; Andrea Baraldi Cunha; Sandra L. Willett; James A. Bovaird; Stacey C. Dusing – Grantee Submission, 2023
Purpose: This study tested whether the Sitting Together and Reaching to Play (START-Play) physical therapy intervention indirectly impacts cognition through changes in perceptual-motor skills in infants with motor delays. Methods: Participants were 50 infants with motor delays randomly assigned to START-Play plus Usual Care Early Intervention…
Descriptors: Physical Therapy, Intervention, Cognitive Processes, Psychomotor Skills
Eric J. Bruns; Kristine Lee; Chayna Davis; Michael D. Pullmann; Kristy Ludwig; Mark Sander; Cheryl Holm-Hansen; Sharon Hoover; Elizabeth M. McCauley – Grantee Submission, 2023
Schools offer an advantageous setting for prevention, early identification, and treatment of mental health problems for youth. However, school mental health (SMH) services are typically not based on evidence for effectiveness, nor are they efficiently delivered, with SMH practitioners (SMHPs) able to only treat a small number of students in need.…
Descriptors: Program Effectiveness, Program Length, Learner Engagement, Problem Solving
Eli Ben-Michael; David Arbour; Avi Feller; Alex Franks; Steven Raphael – Grantee Submission, 2023
Gun violence is a critical public safety concern in the United States. In 2006 California implemented a unique firearm monitoring program, the Armed and Prohibited Persons System (APPS), to address gun violence in the state. The APPS program first identifies those firearm owners who be-come prohibited from owning one due to federal or state law,…
Descriptors: Weapons, Crime Prevention, Violence, Safety
Anne L. Larson; Rosario Caballero; Patricia Snyder; Sonja Griebel; Rachelle Valentin; Camille Bourret – Grantee Submission, 2023
Purpose: Few caregiver-implemented naturalistic language interventions (NLIs) are available for Spanish-speaking Latinos who have young children under 3 years with language delays, and there is a scarcity of studies that provide information about intervention development or social validity of interventions for this group. This study introduces…
Descriptors: Spanish Speaking, Hispanic Americans, Language Impairments, Video Technology
Kirk P. Vanacore; Ashish Gurung; Andrew A. McReynolds; Allison Liu; Stacy T. Shaw; Neil T. Heffernan – Grantee Submission, 2023
As evidence grows supporting the importance of non-cognitive factors in learning, computer-assisted learning platforms increasingly incorporate non-academic interventions to influence student learning and learning related-behaviors. Non-cognitive interventions often attempt to influence students' mindset, motivation, or metacognitive reflection to…
Descriptors: Intervention, Program Effectiveness, Student Behavior, Computer Assisted Instruction
