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Direct linkBavarian, Niloofar; Lewis, Kendra M.; DuBois, David L.; Acock, Alan; Vuchinich, Samuel; Silverthorn, Naida; Snyder, Frank J.; Day, Joseph; Ji, Peter; Flay, Brian R. – Journal of School Health, 2013
Background: School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. Methods: The longitudinal study used a matched-pair, cluster-randomized…
Descriptors: Urban Schools, Values Education, Low Income Groups, Urban Youth
Reutzel, D. Ray; Fawson, Parker C.; Smith, John A. – Journal of Educational Research, 2008
The purpose of this study was to design, implement, and evaluate the efficacy of scaffolded silent reading (ScSR) compared with the evidence-based practice of guided repeated oral reading (GROR) with feedback on 3rd-grade students' fluency and comprehension growth. Using a mixed-model dominant-less dominant design, the authors collected both…
Descriptors: Feedback (Response), Silent Reading, Reading Fluency, Reading Improvement
Peer reviewedGinsburg-Block, Marika D.; Fantuzzo, John W. – Journal of Educational Psychology, 1998
The effects of problem solving and peer collaboration as two instructional methods advocated by the National Council of Teachers of Mathematics (NCTM) were evaluated for enhancing mathematics achievement, motivation, and self-concept of 104 low- achieving third and fourth graders. There were significant positive effects for both approaches, as…
Descriptors: Cooperative Learning, Elementary Education, Elementary School Students, Grade 3
