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Measuring the Impact of Trauma-Focused, Cognitive Behavioral Group Therapy with Middle School Students
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Sumi, W. Carl; Woodbridge, Michelle W.; Wei, Xin; Thornton, S. Patrick; Roundfield, Katrina D. – Grantee Submission, 2021
This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students. Researchers administered screenings to grade 6 students to assess traumatic stress and then randomized those with elevated levels to the CBITS treatment (n = 150; 47%…
Descriptors: Trauma, Group Therapy, Middle School Students, Cognitive Restructuring
Evaluating Student Cognitive and Social-Emotional Growth during a High School Mindfulness Course Using Mixed-Method Design. SAGE Research Methods Cases Part 2
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Levitan, Joseph; Schussler, Deborah L.; Mahfouz, Julia; Frank, Jennifer L.; Kohler, Kimberly M.; Broderick, Patricia C.; Mitra, Joy; Oh, Yoonkyung; Berrena, Elaine; Greenberg, Mark T. – Grantee Submission, 2018
Between 2014 and 2017, an interdisciplinary group of researchers examined whether a high school health class that incorporated mindfulness techniques lowered students' stress and improved their wellbeing. We received a grant from the Institute of Educational Sciences from the United States Department of Education to (1) train high school health…
Descriptors: Metacognition, Health Education, Well Being, Stress Variables
A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students with Mathematics Problem-Solving Difficulties
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Jitendra, Asha K.; Harwell, Michael R.; Dupuis, Danielle N.; Karl, Stacy R. – Grantee Submission, 2016
This paper reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their…
Descriptors: Schemata (Cognition), Teaching Methods, Mathematics Instruction, Mathematical Concepts
A School Nurse-Delivered Intervention for Anxious Children: An Open Trial
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Muggeo, Michela A.; Stewart, Catherine E.; Drake, Kelly L.; Ginsburg, Golda S. – Grantee Submission, 2017
Anxiety disorders are common in children and severely impair their functioning. Because a hallmark symptom of anxiety is somatic complaints, anxious youth often seek help from their school nurse. Thus, school nurses are in an ideal position to identify anxious children and intervene early. This study assessed the feasibility of a brief…
Descriptors: Anxiety Disorders, School Nurses, Role, Intervention
Support for Struggling Students in Algebra: Contributions of Incorrect Worked Examples
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Barbieri, Christina; Booth, Julie L. – Grantee Submission, 2016
Middle school algebra students (N = 125) randomly assigned within classroom to a Problem-solving control group, a Correct worked examples control group, or an Incorrect worked examples group, completed an experimental classroom study to assess the differential effects of incorrect examples versus the two control groups on students' algebra…
Descriptors: Middle School Students, Algebra, Secondary School Mathematics, Randomized Controlled Trials
Schema-Based Instruction: Effects of Experienced and Novice Teacher Implementers on Seventh Grade Students' Proportional Problem Solving
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Asha K. Jitendra; Michael R. Harwell; Stacy R. Karl; Danielle N. Dupuis; Gregory Simonson; Susan C. Slater; Amy E. Lein – Grantee Submission, 2016
This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a…
Descriptors: Teaching Methods, Schemata (Cognition), Evidence Based Practice, Beginning Teachers