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Direct linkPoch, Apryl L.; McMaster, Kristen L.; Lembke, Erica S. – Grantee Submission, 2020
A small proportion of students do not benefit sufficiently from standard intervention protocols, and require more intensive, individualized instruction. Data-Based Instruction (DBI) has a strong evidence base for addressing students' intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and…
Descriptors: Writing Instruction, Teaching Methods, Evidence Based Practice, Writing Difficulties
Sarah R. Powell; Katherine A. Berry; Anasazi N. Acunto; Anna-Maria Fall; Greg Roberts – Grantee Submission, 2022
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (n = 76) were randomly assigned to word-problem intervention (n = 56)…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Small Group Instruction, Intervention
Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela – Grantee Submission, 2015
This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was…
Descriptors: Intervention, High School Students, Secondary School Curriculum, Secondary School Science
