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Lamb, Richard; Firestone, Jonah; Schmitter-Edgecombe, Maureen; Hand, Brian – Journal of Educational Research, 2019
Critical thinking when engaged in science problem solving around even simple tasks such as the Piagetian volume conservation task is a complex endeavor. Tasks such as the conservation task often require the interaction of multiple cognitive systems. Parity judgment, retrieval, and lateral thinking are three examples of such systems interacting…
Descriptors: Cognitive Processes, Critical Thinking, Problem Solving, Models
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Eriksson, Inger; Jansson, Anders – International Journal for Mathematics Teaching and Learning, 2017
The issue of this article is to identify and discuss what conditions may be necessary to build into tasks to make it likely for students to be involved in an algebraic Learning Activity inspired by Davydov. Data from a pilot study was used in which a group of students (N = 28) in grade 1 (7-year-olds) were invited to participate in discussions and…
Descriptors: Algebra, Mathematics Instruction, Young Children, Pilot Projects
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Bryant, Diane Pedrotty – School Psychology Review, 2014
Clarke et al. (2014) provide a persuasive case for the role of a theory-of-change model to guide the nature of curriculum development work embodying both a theoretical and empirical knowledge foundation. They illuminate the components of their model, which were used to design and test the efficacy of a Tier 2 intervention for students who met…
Descriptors: At Risk Students, Grade 1, Response to Intervention, Mathematics Skills
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Sadoski, Mark; McTigue, Erin M.; Paivio, Allan – Reading Psychology, 2012
In this article we present a detailed Dual Coding Theory (DCT) model of decoding. The DCT model reinterprets and subsumes The LaBerge and Samuels (1974) model of the reading process which has served well to account for decoding behaviors and the processes that underlie them. However, the LaBerge and Samuels model has had little to say about…
Descriptors: Decoding (Reading), Theories, Models, Comparative Analysis
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Kristjansson, Kristjan – Educational Psychologist, 2012
The recently fashionable theories of positive psychology have educational ramifications at virtually every level of engagement, culminating in the model of positive education. In this critical review, I scrutinize positive education as a potential theory in educational psychology. Special attention is given to conceptual controversies and…
Descriptors: Evidence, Educational Psychology, Psychologists, Adolescents
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Bobis, Janette – Mathematics Teacher Education and Development, 2011
With deliberate system-level reform now being acted upon around the world, both successful and unsuccessful cases provide a rich source of knowledge from which we can learn to improve large-scale reform. Research surrounding the effectiveness of a theory-based system-wide numeracy reform operating in primary schools across Australia is examined to…
Descriptors: Evidence, Numeracy, Measures (Individuals), Program Implementation
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Georges, Annie; Pallas, Aaron M. – Journal of Educational Research, 2010
The authors examined the relation of school-year teaching practices to SES and race/ethnic score gaps in mathematics by fitting an individual growth model with a representative sample drawn from the Early Childhood Longitudinal Study Kindergarten Cohort data. There were mixed findings. Teaching practices had uniform effects for all students,…
Descriptors: Mathematics Achievement, Teaching Methods, Ethnicity, Scores
Helding, Brandon Alan – ProQuest LLC, 2010
The purpose of this dissertation is to demonstrate one iterate of a process for developing a measurement instrument for student knowledge within educational interventions. Student mathematical knowledge is framed within Cognitively Guided Instruction (CGI) and its tenets. That is, the construct underlying the measurement instrument corresponded…
Descriptors: Mathematics Education, Definitions, Grade 1, Item Response Theory
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Tzur, Ron; Lambert, Matthew Allen – Journal for Research in Mathematics Education, 2011
Quantitative and qualitative analyses of 37 first-graders' solutions to addition problems were conducted to re-examine inconsistencies in children's progress from counting-all to counting-on. The authors applied the constructivist's participatory-anticipatory stage distinction as a tool for fine-grained assessment. Among solutions given by…
Descriptors: Constructivism (Learning), Arithmetic, Qualitative Research, Statistical Analysis
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Speece, Deborah L.; Schatschneider, Christopher; Silverman, Rebecca; Case, Lisa Pericola; Cooper, David H.; Jacobs, Dawn M. – Elementary School Journal, 2011
Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We…
Descriptors: Reading Difficulties, Early Intervention, Grade 1, Response to Intervention
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Isaksson, Joakim; Lindqvist, Rafael; Bergstrom, Erik – International Journal of Inclusive Education, 2010
One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this paper was to explore how schools "socially construct", i.e. identify and support, pupils with special educational needs.…
Descriptors: Grounded Theory, Foreign Countries, School Personnel, Special Needs Students
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Warren, Elizabeth – Mathematics Teacher Education and Development, 2009
The implementation of a new mathematics syllabus in the elementary context is problematic, especially if it contains a new content area. A professional development model, Transformative Teaching in the Early Years Mathematics (TTEYM) was specifically developed to support the implementation of the new Patterns and Algebra strand. The model was…
Descriptors: Constructivism (Learning), Social Theories, Algebra, Faculty Development
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Matthews, Mona W.; Cobb, Mark B. – Journal of Literacy Research, 2005
Sociocultural theories provide a useful lens for interpreting behaviors as individuals enter contexts requiring social interactions. These theories help us understand that learning is stimulated and nourished by interactions with others, supporting a view that learning is essentially a socially inspired process. This emphasis on the social and…
Descriptors: Interpersonal Relationship, Young Children, Social Theories, Child Behavior