This study investigates the concurrent and longitudinal relationships between polysemous word knowledge and reading comprehension among bilingual students (n = 107) followed from seventh to eighth grade. Standardized tests were used to measure decoding skills, broad vocabulary knowledge, and reading comprehension. Data about students' polysemous…

Although research supports the effectiveness of the multitiered system of supports (MTSS) on academic and behavioral outcomes, districts aim to engage in data-based decision making and examine the effectiveness of their own MTSS implementation. This case study describes how one regional education service agency (RESA) in the Midwest implemented…

This study investigated the extent to which new reading comprehension proficiencies may be required when adolescents read for information on the Internet. Seventh graders (N = 109) selected from a stratified random sample of diverse middle school students completed a survey of topic-specific prior knowledge and parallel scenario-based measures of…

The researchers wanted to continue in their university's previous study of nature awareness and science achievement, specifically examining the effects of nature in the achievement of seventh-grade students. This further study offered valuable insight to the inconclusive findings of previous researchers of nature awareness and science achievement.…

Educators are increasingly pressured to raise standardized test scores. Test-focused school leaders, however, may neglect school climate factors associated with positive student development and increased student achievement. The California Healthy Kids Survey (CHKS) and its Resilience Youth Development Module (RYDM) represent a research-based,…

Two-thirds of U.S. citizens do not understand the scientific process. There is a clear misunderstanding about what science is--and is not--both in our society and in the classroom. Furthermore, students below basic proficiency are locked into an achievement gap. In response, the No Child Left Behind Act was passed in 2001. Since then, there has…

Classroom teachers in K-12 are expected to significantly integrate instructional technology into their teaching plans. Notwithstanding a need for technical know-how, what is the effect of one's beliefs and perceptions about the value of technology for improving and enhancing instruction on teacher's motivation and commitment to integrate these…

This study tested the hypothesis that cooperative learning practices in heterogeneous classes would enhance students' academic motivation and achievement. Half the seventh graders entering a junior high school were randomly assigned to hetergenous classrooms in which their teachers implemented Student Team Learning (STL) techniques (Slavin, 1986).…