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Clemens, Elysia V.; Klopfenstein, Kristin; Lalonde, Trent L.; Tis, Matt – Grantee Submission, 2018

As a result of the Every Student Succeeds Act and its requirement that students in foster care be included in education report cards, states have a renewed sense of urgency surrounding accountability for the academic achievement of this vulnerable group of students. This study examined the effects of placement and school stability on students'…

Descriptors: Foster Care, Academic Achievement, At Risk Students, Grade 4

Herrmann-Abell, Cari F.; DeBoer, George E. – Grantee Submission, 2018

This study tests a hypothesized learning progression for the concept of energy. It looks at 14 specific ideas under the categories of (i) Energy Forms and Transformations; (ii) Energy Transfer; (iii) Energy Dissipation and Degradation; and (iv) Energy Conservation. It then examines students' growth of understanding within each of these ideas at…

Descriptors: Energy, Science Instruction, Concept Formation, Energy Conservation

Herrmann-Abell, Cari F.; Hardcastle, Joseph; DeBoer, George E. – Grantee Submission, 2018

We compared students' performance on a paper-based test (PBT) and three computer-based tests (CBTs). The three computer-based tests used different test navigation and answer selection features, allowing us to examine how these features affect student performance. The study sample consisted of 9,698 fourth through twelfth grade students from across…

Descriptors: Evaluation Methods, Tests, Computer Assisted Testing, Scores

Jitendra, Asha K.; Harwell, Michael R.; Im, Soo-hyun; Karl, Stacy R.; Slater, Susan C. – Grantee Submission, 2018

The present study used a regression discontinuity approach to test whether schema-based instruction (SBI) was effective for students identified with varying levels of mathematics difficulties (MD) who received Tier 1 instruction. The performance of these students was compared to similar students who received business as usual Tier 1 instruction.…

Descriptors: Grade 7, Mathematics Instruction, Teaching Methods, Learning Problems

Langberg, Joshua M.; Molitor, Stephen J.; Oddo, Lauren E.; Eadeh, Hana-May; Dvorsky, Melissa R.; Becker, Stephen P. – Grantee Submission, 2017

Objective: The primary objective of this study was to evaluate the prevalence of multiple types of sleep problems in young adolescents with ADHD. Method: 262 adolescents comprehensively diagnosed with ADHD and their caregivers completed well-validated measures of sleep problems and daytime sleepiness. Participants also completed measures related…

Descriptors: Sleep, Early Adolescents, Attention Deficit Hyperactivity Disorder, Drug Therapy

Clinton, Virginia; Cooper, Jennifer L.; Michaelis, Joseph; Alibali, Martha W.; Nathan, Mitchell J. – Grantee Submission, 2017

Mathematics curricula are frequently rich with visuals, but these visuals are often not designed for optimal use of students' limited cognitive resources. The authors of this study revised the visuals in a mathematics lesson based on instructional design principles. The purpose of this study is to examine the effects of these revised visuals on…

Descriptors: Mathematics Instruction, Visual Stimuli, Eye Movements, Cognitive Processes

Jacovina, Matthew E.; McNamara, Danielle S. – Grantee Submission, 2017

In this chapter, we describe several intelligent tutoring systems (ITSs) designed to support student literacy through reading comprehension and writing instruction and practice. Although adaptive instruction can be a powerful tool in the literacy domain, developing these technologies poses significant challenges. For example, evaluating the…

Descriptors: Intelligent Tutoring Systems, Literacy Education, Educational Technology, Technology Uses in Education

Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Simonson, Gregory R.; Slater, Susan C. – Grantee Submission, 2017

This randomized controlled study investigated the efficacy of a Tier 1 intervention, schema-based instruction (SBI), designed to help students with and without mathematics difficulties (MD) develop proportional reasoning. Twenty seventh-grade teachers/classrooms were randomly assigned to a treatment (SBI) or control (business-as-usual) condition.…

Descriptors: Intervention, Grade 7, Middle School Students, Middle School Teachers

Jitendra, Asha K.; Harwell, Michael R.; Dupuis, Danielle N.; Karl, Stacy R. – Grantee Submission, 2016

This paper reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their…

Descriptors: Schemata (Cognition), Teaching Methods, Mathematics Instruction, Mathematical Concepts

Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, John R. – Grantee Submission, 2016

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

Descriptors: Learner Engagement, Grade 7, Mathematics Achievement, Time on Task

Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A. – Grantee Submission, 2016

In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework…

Descriptors: Mathematics Instruction, Homework, Electronic Learning, Mathematics Achievement

Dougherty, Barbara; Bryant, Diane Pedrotty; Bryant, Brian R.; Shin, Mikyung – Grantee Submission, 2016

Ratios and proportions are foundational to student understanding across multiple topics in mathematics and science. In mathematics, they are central to developing concepts and skills related to slope, constant rate of change, and similar figures, which are all fundamental to algebraic concepts and skills. This article examines the importance of…

Descriptors: Algebra, Comparative Analysis, Grade 7, Learning Disabilities

Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Dupuis, Danielle N.; Simonson, Gregory; Slater, Susan C.; Lein, Amy E. – Grantee Submission, 2016

This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a…

Descriptors: Teaching Methods, Schemata (Cognition), Evidence Based Practice, Beginning Teachers

Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Knuth, Eric – Grantee Submission, 2015

We detail a learning progressions approach to early algebra research and how existing work around learning progressions and trajectories in mathematics and science education has informed our development of a four-component theoretical framework consisting of: a curricular progression of learning goals across big algebraic ideas; an instructional…

Descriptors: Algebra, Mathematics Instruction, Curriculum, Educational Objectives

Rohrer, Doug; Dedrick, Robert F.; Stershic, Sandra – Grantee Submission, 2015

A typical mathematics assignment consists primarily of practice problems requiring the strategy introduced in the immediately preceding lesson (e.g., a dozen problems that are solved by using the Pythagorean Theorem). This means that students know which strategy is needed to solve each problem before they read the problem. In an alternative…

Descriptors: Mathematics Instruction, Problem Solving, Teaching Methods, Grade 7

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