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Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities
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Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – School Psychology Review, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Clarke, Ben; Doabler, Christian T.; Strand Cary, Mari; Kosty, Derek; Baker, Scott; Fien, Hank; Smolkowski, Keith – Grantee Submission, 2014
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of…
Descriptors: Grade 1, Elementary School Mathematics, Intervention, At Risk Students
Effectiveness of Inquiry Based and Teacher Directed Instruction in an Alabama Elementary School
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Taylor, Joanna; Bilbrey, Jerry – Journal of Instructional Pedagogies, 2012
This research analyzed the teacher-directed instruction against the effectiveness of inquiry-based instruction at a subject school in Alabama for 5th grade science and mathematics. The Alabama school changed the science and mathematics curriculum for a period of 3 years and in the process became an Alabama Math, Science and Technology (AMSTI)…
Descriptors: Elementary School Teachers, Inquiry, Teaching Methods, Grade 5
Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI). Final Report. NCEE 2012-4008
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Newman, Denis; Finney, Pamela B.; Bell, Steve; Turner, Herb; Jaciw, Andrew P.; Zacamy, Jenna L.; Gould, Laura Feagans – National Center for Education Evaluation and Regional Assistance, 2012
This report presents the results of an experiment conducted in Alabama beginning in the 2006/07 school year, to determine the effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI), which aims to improve mathematics and science achievement in the state's K-12 schools. This study is the first randomized controlled trial…
Descriptors: Program Effectiveness, Mathematics Achievement, Science Achievement, Elementary Schools
Montessori vs. Traditional Education in the Public Sector: Seeking Appropriate Comparisons of Academic Achievement
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Manner, Jane Carol – Forum on Public Policy Online, 2007
Recent years have provided an interest on the part of public school systems regarding Montessori as an educational choice, often as a magnet school option. "No Child Left Behind" legislation emphasizes the social and learning needs of individual children as well as a national spirit of accountability for academic achievement, and the…
Descriptors: Academic Achievement, Comparative Analysis, Montessori Method, Conventional Instruction
Paradigm for Evaluation in the High School. Final Report.
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O'Reilly, Robert; Farland, Parnell – 1974
A model for educational supervisors which attempts to link management theory to learning is demonstrated. With teachers today having greater autonomy in selecting appropriate content and methods, supervisors should focus on two tasks: they should become more involved with teachers in selecting goals and become more adept in monitoring the…
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Administration