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Direct linkPellegrini, Marta; Lake, Cynthia; Neitzel, Amanda; Slavin, Robert E. – Center for Research and Reform in Education, 2020
This article reviews research on the achievement outcomes of elementary mathematics programs. 85 rigorous experimental studies evaluated 64 programs in grades K-5. Programs were organized in 6 categories. Particularly positive outcomes were found for tutoring programs. Positive outcomes were seen in studies focused on professional development for…
Descriptors: Elementary School Mathematics, Elementary School Teachers, Mathematics Teachers, Tutoring
Peer reviewedGaastra, Geraldina F.; Groen, Yvonne; Tucha, Lara; Tucha, Oliver – Child & Youth Care Forum, 2020
Background: Effectiveness studies indicate various classroom management strategies (CMSs) that are helpful for students with attention-deficit/hyperactivity disorder (ADHD), but little is known about teachers' experiences with these CMSs in school practice. Objective: This study examined primary and secondary school teachers' reported frequency of…
Descriptors: Classroom Techniques, Attention Deficit Hyperactivity Disorder, Evidence Based Practice, Comparative Analysis
van den Bergh, Linda; Ros, Anje; Beijaard, Douwe – British Journal of Educational Psychology, 2013
Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…
Descriptors: Feedback (Response), Active Learning, Foreign Countries, Teacher Student Relationship
