Anja Kurki
Associated IES Content
Grant
An Efficacy Study of the Lindamood-Bell Learning Processes Complete Intervention for Upper Elementary Students
The purpose of this project is to test the impact of the Lindamood-Bell Learning Processes (LBLP) Complete program on interventionist behavior and the reading outcomes of students with or at risk for reading disabilities in upper elementary schools. There is a clear need for effective and scalable reading interventions that can accelerate growth in reading for students with or at risk for reading disabilities. The LBLP is an intervention package that is used by more than 500 school districts...
Federal funding program:
Award number:
R324A230040
report
Impact Study
Encouraging Families to Visit a Literacy Website: A Randomized Study of the Impact of Email and Text Message Communications
The Arkansas Department of Education partnered with the Regional Educational Laboratory Southwest to study the feasibility and effectiveness of using brief email and text message communications (called nudges) to increase the number of parent and guardian visits to the Reading Initiative for Student Excellence (R.I.S.E.) state literacy website. In November 2021, the department sent test messages to families to determine the percentage of households with children in kindergarten to grade 6 in ...
Dec 07, 2022
Grant
Professional Development to Support and Sustain a Classroom Behavior Management Strategy
The Good Behavior Game (GBG), a fully developed classroom behavior management strategy, is one of the few preventive interventions targeting aggressive/disruptive behavior that has shown both short-term and long-term improvements for classroom behavior in randomized field trials. In this study, the research team addresses a fundamental challenge in moving research to practice, the need to understand the level of professional development required for teachers to implement and sustain new prog...
Federal funding program:
Award number:
R305A090446
Grant
Assessing the Efficacy of Online Credit Recovery in Algebra I for At-Risk Ninth Graders
Failing Algebra I in the first year of high school significantly decreases a student's likelihood of graduating. Getting students back on track is a high priority, yet little rigorous evidence exists about credit recovery options. This study will test the efficacy of offering an online Algebra I course in the summer after 9th grade for first time 9th graders who failed the second semester of Algebra I.
Federal funding program:
Award number:
R305A110149