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Direct linkMartin, Andrew J.; Way, Jennifer; Bobis, Janette; Anderson, Judy – Journal of Early Adolescence, 2015
This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students…
Descriptors: Middle School Students, Mathematics Education, Learner Engagement, Mathematics Achievement
Chen, Wiyun; Hypnar, Andrew J.; Mason, Steve A.; Zalmout, Sandy – Journal of Teaching in Physical Education, 2014
The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students…
Descriptors: Physical Activities, Physical Activity Level, Physical Education, Student Behavior
Download full textJames-Burdumy, Susanne; Deke, John; Lugo-Gil, Julieta; Carey, Nancy; Hershey, Alan; Gersten, Russell; Newman-Gonchar, Rebecca; Dimino, Joseph; Haymond, Kelly; Faddis, Bonnie – National Center for Education Evaluation and Regional Assistance, 2010
Results after two years of using three reading comprehension curricula show gains from one program and no effects for the other two on reading comprehension for fifth-graders, according to a study released by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. The study focused on whether…
Descriptors: Supplementary Reading Materials, Reading Comprehension, Intervention, Cohort Analysis
Berg, Juliette; Torrente, Catalina; Aber, J. Lawrence; Jones, Stephanie M.; Brown, Joshua L. – Society for Research on Educational Effectiveness, 2010
The 4Rs Program (Reading, Writing, Respect and Resolution) is a "dual focus" whole school universal intervention designed to promote literacy development and social-emotional learning, that is currently being rigorously evaluated using a school-randomized trial of 18 elementary schools (9 intervention, 9 control) in New York City. The…
Descriptors: Intervention, Educational Change, Data, Program Evaluation
