This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…

Reading buddies programs, which pair older and younger students to read books together on a regular basis, are common in many U.S. elementary schools. Yet, the research base on these programs is limited. Therefore, we conducted a quasiexperimental study of a reading buddies program targeting vocabulary and comprehension. The program we studied…

This paper summarizes results from a math intervention implemented in a high-poverty urban community. Over 7,300 students from kindergarten to 4th grade in 1 low-socioeconomic-status school district participated in the study. Students from 13 different schools (36 different classroom) participated in the treatment. Comparisons were made to…

The purpose of this study was to provide professional development in vocabulary instructional practices and analyze the impact on student achievement. This quasi-experimental study utilized the PLC to curriculum map English/Language Arts state academic vocabulary words in K-4 into each of the four nine-weeks. The first through fourth grade…

This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the elementary school level. During the 2008-2009 school year, 26 teachers at 7 elementary schools participated in independent action research studies regarding the extent to which a six step approach to direct…

The research and the study focus on the problem of dissociated learning. Why do students fail to connect with knowledge? The purposes of the study are: to summarize research pertaining to brain growth; to describe educational approaches and tactics consistent with this research; to test a brain research-based program designed to connect children…

Background: This is the fourth formal report describing the efficacy of the full-day, every day kindergarten program in the St. James School Division which was initiated in one school located in an economically-disadvantaged neighborhood in the 1997-1998 school year. The success of this undertaking led to the extension of the program in 1998-1999,…