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Lai, Mark H. C. – Grantee Submission, 2021
In 2016, McREL and the University of Southern California (USC) were awarded a grant from the U.S. Department of Education's Investing in Innovation (i3) Fund (Award Number U411C150011) to develop a translation of the identity-based motivation (IBM) in vivo program "Pathways to Success" to a digital platform to deliver IBM to middle and…
Descriptors: Middle School Students, High School Students, Student Motivation, School Districts
Zippert, Erica L.; Douglas, Ashli-Ann; Tian, Fang; Rittle-Johnson, Bethany – Grantee Submission, 2021
Preschoolers' repeating patterning knowledge is predictive of their concurrent and later math and numeracy knowledge, but strong experimental evidence is needed to determine if these relations are causal. The purpose of the current Study was to examine the causal effects of repeating patterning and numeracy tutoring on repeating patterning,…
Descriptors: Preschool Children, Mathematics Education, Numeracy, Mathematics Skills
Esposito, Alena G. – Grantee Submission, 2021
Children across the United States are increasingly learning academic content through two-way dual-language education ( This education model provides instruction through two languages in classrooms comprised of approximately equal numbers of native and non-native English speakers. For both language groups, this educational…
Descriptors: Executive Function, Bilingual Education, Language Fluency, Educational Benefits
Lekwa, Adam J.; Reddy, Linda A. – Grantee Submission, 2021
Paraprofessionals have become a significant portion of the educational workforce for students with or at risk for needing, or receiving special educational services. Although best practice and federal legislation require supervision of paraprofessionals by certified professional educators, research indicates that supervision rendered to…
Descriptors: Paraprofessional School Personnel, Special Education, Personnel Evaluation, Evaluation Methods
Murphy, Ashley N.; Zheng, Yinyuan; Shivaram, Apoorva; Vollman, Elayne; Richland, Lindsey Engle – Grantee Submission, 2021
Two studies examined factors that predicted children's tendencies to match objects versus relations across scenes when no instruction was given. Study 1 examined a) age and b) nationality as a proxy for cultural differences in experiences with relations. The results showed that Chinese and U.S. children across ages all showed an initial bias to…
Descriptors: Children, Attention, Cultural Differences, Foreign Countries
Zucker, Tricia A.; Cabell, Sonia Q.; Petscher, Yaacov; Mui, Heather; Landry, Susan H.; Tock, Jamie – Grantee Submission, 2021
This study examines blending of classroom- and family-based supports within a Multi-Tiered System of Support (MTSS). The present study focuses on a sample of Head Start children who are both experiencing poverty and scoring below early language and literacy screening benchmarks. This study begins to explore which combination of resources are the…
Descriptors: Early Intervention, At Risk Students, Poverty, Language Skills
Epstein, Joyce L.; Mac Iver, Douglas J.; Mac Iver, Martha A.; Sheldon, Steven B. – Grantee Submission, 2021
Middle grades teachers want early adolescents to take responsibility for their own learning and success in school. One way to encourage this is with "interactive homework," which enables students to lead conversations with a parent or family partner about something interesting they are learning in class. An exploratory study tested…
Descriptors: Middle School Students, High School Students, Grade 8, Grade 9
Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli – Grantee Submission, 2021
Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and…
Descriptors: Reading Comprehension, Reading Tests, Language Skills, Reading Difficulties
Girio-Herrera, Erin; Egan, Theresa E.; Owens, Julie Sarno; Evans, Steven W.; Coles, Erika K.; Holdaway, Alex S.; Mixon, Clifton S.; Kassab, Hannah D. – Grantee Submission, 2021
The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to…
Descriptors: Elementary School Teachers, Teacher Attitudes, Report Cards, Program Implementation
Lee, Yeeun; Mikami, Amori Yee; Owens, Julie Sarno – Grantee Submission, 2021
Symptoms of attention-deficit/hyperactivity disorder (ADHD) in elementary school-age children are associated with poor relationships with classroom peers, as indicated by poor social preference, low peer support, and peer victimization. Less is known about how friendship patterns relate to ADHD symptoms, or how friendships may buffer risk for…
Descriptors: Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Friendship, Elementary School Students
Chen, Su; Fang, Ying; Shi, Genghu; Sabatini, John; Greenberg, Daphne; Frijters, Jan; Graesser, Arthur C. – Grantee Submission, 2021
This paper describes a new automated disengagement tracking system (DTS) that detects learners' maladaptive behaviors, e.g. mind-wandering and impetuous responding, in an intelligent tutoring system (ITS), called AutoTutor. AutoTutor is a conversation-based intelligent tutoring system designed to help adult literacy learners improve their reading…
Descriptors: Intelligent Tutoring Systems, Artificial Intelligence, Attention, Adult Literacy
Mac Iver, Martha Abele; Sheldon, Steven; Clark, Emily – Grantee Submission, 2021
District leaders have invested widely in the creation of parent portals, but have paid less attention to ensuring that they are achieving their purpose in providing information that parents can use in supporting their children's academic success. This study, based on qualitative field note data from a larger four-year study of a continuous…
Descriptors: Family School Relationship, Parent Participation, Web Sites, Communication Strategies
Anastopoulos, Arthur D.; Langberg, Joshua M.; Eddy, Laura D.; Silvia, Paul J.; Labban, Jeffrey D. – Grantee Submission, 2021
Objective: College students with attention deficit/hyperactivity disorder (ADHD) are at increased risk for numerous educational and psychosocial difficulties. This study reports findings from a large, multisite randomized controlled trial examining the efficacy of a treatment for this population, known as ACCESS -- Accessing Campus Connections and…
Descriptors: Randomized Controlled Trials, Behavior Modification, Cognitive Restructuring, College Students
Eddy, Laura D.; Anastopoulos, Arthur D.; Dvorsky, Melissa R.; Silvia, Paul J.; Labban, Jeffrey D.; Langberg, Joshua M. – Grantee Submission, 2021
Objective: The current study reports functional outcomes from a multi-site randomized trial of a cognitive-behavioral treatment program for college students diagnosed with ADHD. Methods: A sample of emerging adults (N = 250; ages 18 to 30) currently attending college were comprehensively evaluated and diagnosed with ADHD (M age = 19.7; 66% female,…
Descriptors: Randomized Controlled Trials, Cognitive Restructuring, Behavior Modification, Outcomes of Treatment
Cho, Minkyung; Kim, Young-Suk Grace; Olson, Carol B. – Grantee Submission, 2021
Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important skill for writing development. In the present study, we examined how perspective taking is expressed in writing and how it is related to overall writing quality. We analyzed seventh graders'…
Descriptors: Perspective Taking, Writing (Composition), Writing Skills, Thinking Skills
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