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Direct linkHeidi Anne E. Mesmer – Reading and Writing: An Interdisciplinary Journal, 2025
Many initiatives have emphasized the importance of challenging students in text using readability formulas. Almost all formulas employ mean word frequency yet long-standing issues abound. Researchers question using a singular mean with a skewed variable like frequency. They also question the degree to which frequency pinpoints complex words,…
Descriptors: Critical Reading, Word Frequency, Difficulty Level, Elementary Schools
Angela J. Faulkner – ProQuest LLC, 2024
This quantitative, causal-comparative research study investigated whether school configuration has an impact on the reading performance of sixth-grade students by comparing the End-of-Grade (EOG) reading assessment Grade Level Proficiency (GLP) scores of sixth-grade students in K-8 configured schools to sixth-grade students enrolled in 6-8 grade…
Descriptors: Grade 6, Reading Comprehension, Kindergarten, Grade 1
Abdullah Kaldirim; Omer Faruk Tavsanli – SAGE Open, 2024
The purpose of this longitudinal study was to critically evaluate the updated Turkish reading curricula to determine whether they enable teachers to design instructional sequences that are highly cognitively demanding. This study was designed as a qualitative inquiry using document analysis to estimate the pedagogically oriented intellectual…
Descriptors: Foreign Countries, Reading Instruction, Curriculum Development, Elementary Schools
Download full textBennett Attaway; John Voiklis – Grantee Submission, 2022
This study examines the effect of Including Neurodiversity in Computational Thinking (INFACT), a collection of material for teaching Computational Thinking (CT) in grades 3-8. CT has many definitions, but all borrow concepts from computer science to structure problem-solving processes more generally. The materials are designed for use in inclusion…
Descriptors: Computation, Thinking Skills, Grade 3, Grade 4
Jonathan D. Schweig; Andrew McEachin; Megan Kuhfeld; Lou Mariano; Melissa Diliberti – Grantee Submission, 2022
As students return to in-person instruction in the 2021-2022 school year, local education agencies (LEAs) must develop resource allocation strategies to support schools in need. Federal programs have provided resources to support restart and recovery. However, there is little consensus on how LEAs can target resources to support those schools most…
Descriptors: COVID-19, Pandemics, Resource Allocation, Educational Needs
Jonathan D. Schweig; Andrew McEachin; Megan Kuhfeld; Lou Mariano; Melissa Diliberti – Educational Assessment, 2022
As students return to in-person instruction in the 2021-2022 school year, local education agencies (LEAs) must develop resource allocation strategies to support schools in need. Federal programs have provided resources to support restart and recovery. However, there is little consensus on how LEAs can target resources to support those schools most…
Descriptors: COVID-19, Pandemics, Resource Allocation, Educational Needs
Houston Independent School District, 2016
Parent, school, and community engagement is widely established as a collaborative strategy to improve the school experience and educational outcomes for children and youth (Epstein & Sanders, 2006; SEDL, 2013; Weiss, Lopez, & Rosenberg, 2011; Barr & Saltmarsh, 2014). Consistent with this viewpoint, the Houston Independent School…
Descriptors: Parent Participation, Parent School Relationship, School Community Relationship, School Districts
Batchelder, Michelle – Online Submission, 2001
This report summarizes results from the 1999-2000 evaluation of the Austin Collaborative for Mathematics Education in AISD.
Descriptors: Mathematics Education, Educational Improvement, Elementary Schools, Middle Schools
