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BEST in CLASS: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings
Peer reviewed
Download full text
Direct linkVo, Abigail; Sutherland, Kevin S.; Conroy, Maureen A. – Grantee Submission, 2012
As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…
Descriptors: Early Intervention, Early Childhood Education, Best Practices, At Risk Students
Stahmer, Aubyn C.; Suhrheinrich, Jessica; Reed, Sarah; Schreibman, Laura – Grantee Submission, 2012
Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt…
Descriptors: Autism, Pervasive Developmental Disorders, Qualitative Research, Evidence Based Practice
Springer, Matthew G.; Ballou, Dale; Hamilton, Laura; Le, Vi-Nhuan; Lockwood, J. R.; McCaffrey, Daniel F.; Pepper, Matthew; Stecher, Brian M. – Grantee Submission, 2012
The Project on Incentives in Teaching (POINT) was a three-year study conducted in the Metropolitan Nashville School System from 2006-07 through 2008-09, in which middle school mathematics teachers voluntarily participated in a controlled experiment to assess the effect of financial rewards for teachers whose students showed unusually large gains…
Descriptors: Incentives, Teacher Effectiveness, Metropolitan Areas, School Districts
Cabalo, Jessica V.; Ma, Boya; Vu, Minh-Thien; Jaciw, Andrew P.; Miller, Gloria I. – Grantee Submission, 2007
Introduction: The Forsyth County School District sought scientifically based evidence for the effect of ongoing, district-developed professional development (PD) on the usage of Promethean Interactive Whiteboards. A randomly selected subset of teachers received PD in addition to basic training sessions offered in Fall 2005 to all district teachers…
Descriptors: Faculty Development, Interaction, Visual Aids, Program Effectiveness
Jaciw, Andrew P.; Cabalo, Jessica Villaruz; Vu, Minh-Thien – Grantee Submission, 2007
Introduction: The Maui Hawaii Educational consortium (the Maui School District and Maui Community College) sought scientifically based evidence for the effectiveness of the Cognitive Tutor (CT) Algebra I Curriculum to inform adoption decisions. Decision makers were particularly interested in whether the use of the CT program affects achievement of…
Descriptors: Algebra, Mathematics Instruction, Program Effectiveness, Mathematics Curriculum
Brawner, Catherine E.; Felder, Richard M.; Allen, Rodney; Brent, Rebecca – Grantee Submission, 2003
SUCCEED (Southeastern University and College Coalition for Engineering Education) is an eight-campus coalition of engineering schools formed in 1992 under the sponsorship of the National Science Foundation. In 1997, a faculty survey of instructional practices and attitudes regarding the climate for teaching on the Coalition campuses was designed…
Descriptors: Teacher Surveys, Teaching Methods, Teacher Attitudes, Active Learning
