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Gale A. Mentzer; Peter Paprzycki – Grantee Submission, 2024
Because standardized tests in science are not given to PreK-3 students in Ohio, this report examined the longitudinal effects of learning from a teacher who had participated in the NURTURES professional development program. Specifically, it looked at the effects on students' mathematics and reading learning in grades 2-5 and science learning in…
Descriptors: Longitudinal Studies, Program Evaluation, Program Effectiveness, Faculty Development
Tareena Musaddiq; Farah Said – Grantee Submission, 2023
In 2004, the government of Punjab, Pakistan introduced a conditional cash assistance program for girls attending secondary schools. We exploit variations in exposure to the program across cohorts and regions to estimate the long run effects of the program on women's marriage and fertility decisions, maternal healthcare utilization and the health…
Descriptors: Foreign Countries, Females, Access to Education, Secondary School Students
Meghan Comstock; Erica Litke; Kirsten Lee Hill; Laura M. Desimone – Grantee Submission, 2023
Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers (N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine…
Descriptors: Culturally Relevant Education, Faculty Development, Teacher Attitudes, Self Efficacy
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Jianjun Wang – Grantee Submission, 2023
California State University, Bakersfield (CSUB) was awarded a five-year grant, "An Equitable Pathway to In-Demand STEM Careers", that began in Fall 2021 to create and expand a streamlined pathway for Hispanic students to pursue their educational and career goals with servingness culture support. In the first year, the grant team has…
Descriptors: Hispanic American Students, College Students, Universities, Institutional Characteristics
Lauren E. Decker-Woodrow; Craig A. Mason; Ji-Eun Lee; Jenny Yun-Chen Chan; Adam Sales; Allison Liu; Shihfen Tu – Grantee Submission, 2023
The current study investigated the effectiveness of three distinct educational technologies--two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students' algebraic knowledge.…
Descriptors: Educational Technology, Algebra, COVID-19, Pandemics
Yusuf Kara; Akihito Kamata; Xin Qiao; Cornelis J. Potgieter; Joseph F. T. Nese – Grantee Submission, 2023
Words read correctly per minute (WCPM) is the reporting score metric in oral reading fluency (ORF) assessments, which is popularly utilized as part of curriculum-based measurements to screen at-risk readers and to monitor progress of students who receive interventions. Just like other types of assessments with multiple forms, equating would be…
Descriptors: Oral Reading, Reading Fluency, Models, Reading Rate
Joseph P. Magliano; Amani Talwar; Daniel P. Feller; Zuowei Wang; Tenaha O'Reilly; John Sabatini – Grantee Submission, 2023
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not…
Descriptors: College Students, Reading Skills, Reading Achievement, Comprehension
Kenneth Tyler Wilcox; Ross Jacobucci; Zhiyong Zhang; Brooke A. Ammerman – Grantee Submission, 2023
Text is a burgeoning data source for psychological researchers, but little methodological research has focused on adapting popular modeling approaches for text to the context of psychological research. One popular measurement model for text, topic modeling, uses a latent mixture model to represent topics underlying a body of documents. Recently,…
Descriptors: Bayesian Statistics, Content Analysis, Undergraduate Students, Self Destructive Behavior
Amy L. Reynolds; Veronica Katz; Luke C. Miller; Daniel Lipscomb – Grantee Submission, 2023
The COVID-19 pandemic impacted the educational experiences of diverse student populations throughout the country and among Virginia public schools. English Learners (ELs) had a unique set of needs and services prior to the pandemic, and potentially were more vulnerable to pandemic-related disruptions in typical school operations than other student…
Descriptors: Public Schools, English Language Learners, COVID-19, Pandemics
Kristen L. Granger; Kevin S. Sutherland; Maureen A. Conroy; Emma Dear; Ashley Morse – Grantee Submission, 2023
This article will provide a brief reflection on Garwood's summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of and students with emotional and behavioral…
Descriptors: Teacher Burnout, Emotional Disturbances, Behavior Disorders, Students with Disabilities
Bryce D. McLeod; Nicole Porter; Aaron Hogue; Emily M. Becker-Haimes; Amanda Jensen-Doss – Grantee Submission, 2023
Objective: The precise measurement of treatment fidelity (quantity and quality in the delivery of treatment strategies in an intervention) is essential for intervention development, evaluation, and implementation. Various informants are used in fidelity assessment (e.g., observers, practitioners [clinicians, teachers], clients), but these…
Descriptors: Measurement, Fidelity, Educational Research, Evidence Based Practice
Daniel R. Cohen; Crystal Lewis; Colleen L. Eddy; Lauren Henry; Caroline Hodgson; Francis L. Huang; Wendy M. Reinke; Keith C. Herman – Grantee Submission, 2023
The use of suspension practices is extremely widespread but few studies have examined the behavioral and psychological outcomes associated with their application. Using a predominantly Black sample of 788 middle school students from the Midwestern United States, the current study evaluates the relations between in-school suspensions (ISS) and…
Descriptors: Middle School Students, Blacks, African American Students, Suspension
Jordan Rickles; Margaret Clements; Iliana Brodziak de los Reyes; Mark Lachowicz; Shuqiong Lin; Jessica Heppen – Grantee Submission, 2023
Online credit recovery will likely expand in the coming years as school districts try to address increased course failure rates brought on by the coronavirus pandemic. Some researchers and policymakers, however, raise concerns over how much students learn in online courses, and there is limited evidence about the effectiveness of online credit…
Descriptors: Online Courses, Electronic Learning, Repetition, Required Courses
Francis L. Huang; Bixi Zhang; Wendy M. Reinke; Keith C. Herman; James Sebastian – Grantee Submission, 2023
Although several studies have focused on why school climate is important, the timing of the collection of climate measures should be considered. This is of particular interest to schools that gauge school improvement efforts within a school year and are interested in how climate changes from the beginning to the end of the academic year. We show…
Descriptors: Educational Environment, Differences, Measurement, Middle School Students
Martha L. Esptein; Hamza Malik; Kun Wang; Chandra H. Orrill – Grantee Submission, 2023
It is essential for items in assessments of mathematics' teacher knowledge to evoke the desired response processes -- to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed…
Descriptors: Pedagogical Content Knowledge, Mathematics Teachers, Mathematics Instruction, Protocol Analysis
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