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Peer reviewed
Direct linkFeldman, Eileen Klein; Matos, Rosy – Journal of Positive Behavior Interventions, 2013
To support children with autism in inclusive classrooms, schools are increasingly utilizing paraprofessionals. However, research suggests that paraprofessionals often lack sufficient training and may inadvertently hinder the social interactions between children with disabilities and their peers. This study used a multiple baseline across…
Descriptors: Autism, Inclusion, Peer Relationship, Social Development
Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Berry, Robert Q.; Larsen, Ross A. – Elementary School Journal, 2013
This study highlights the connections between two facets of teachers' skills--those supporting teachers' mathematical instructional interactions and those underlying social interactions within the classroom. The impact of the Responsive Classroom (RC) approach and use of RC practices on the use of standards-based mathematics teaching practices was…
Descriptors: Control Groups, Mathematics Instruction, Instructional Effectiveness, Teaching Methods
Download full textOwens, Julie Sarno; Coles, Erika K.; Evans, Steven W.; Himawan, Lina K.; Girio-Herrera, Erin; Holdaway, Alex S.; Zoromski, Allison K.; Schamberg, Terah; Schulte, Ann – Grantee Submission, 2017
The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers' classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% Non-Hispanic…
Descriptors: Intervention, Behavior Modification, Consultation Programs, Classroom Techniques
Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve – Journal of Educational Psychology, 2013
This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…
Descriptors: Elementary School Teachers, Coaching (Performance), Literacy Education, Reading Difficulties
Joshua M. Langberg; Melissa R. Dvorsky; Stephen J. Molitor; Elizaveta Bourchtein; Laura D. Eddy; Zoe R. Smith; Lauren E. Oddo; Hana-May Eadeh – Grantee Submission, 2017
Objective: To evaluate the effectiveness of 2 brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)--the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by…
Descriptors: Randomized Controlled Trials, Theory Practice Relationship, Intervention, Homework
Collins, Molly F. – Early Childhood Research Quarterly, 2010
This study investigates the effects of rich explanation, baseline vocabulary, and home reading practices on English language learning (ELL) preschoolers' sophisticated vocabulary learning from storybook reading. Eighty typically developing preschoolers were pretested in L1 (Portuguese) and L2 (English) receptive vocabulary and were assigned to…
Descriptors: Control Groups, Reading Habits, Vocabulary Development, English (Second Language)
