Madhavi Jayanthi
Associated IES Content
Grant
A Component Network Meta-Analysis of Interventions for Students Struggling with Mathematics in Grades K–6
In this project, the researchers will conduct a systematic review and component network meta-analysis on the effects of kindergarten through grade 6 (K-6) mathematics interventions on student mathematics outcomes and to identify the individual instructional components that are the most predictive of positive student learning outcomes. Over the past decade, there has been an increase in the research and development of mathematics interventions for students struggling with mathematics. These m...
Federal funding program:
Award number:
R305A240209
Grant
A Meta-Analysis and Narrative Synthesis of Mathematics Interventions
The purpose of the project is to conduct a network meta-analysis and a narrative synthesis of relevant, high-quality studies that were used to inform the development of the recently released What Works Clearinghouse (WWC) mathematics intervention practice guide, Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. Competency in mathematics paves the way for later academic and occupational success. Because of the association between mathematics proficiency in...
Federal funding program:
Award number:
R305U210004
report
Descriptive Study
The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments
Several school districts in Georgia use two teacher-administered diagnostic assessments of student knowledge of mathematics as part of their multi-tiered system of support in grades K-8: the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of Education, 2011), which comes in two formats (Counting Interview and Written Assessment). However, little is known about whether two teachers using the sa...
Sep 01, 2020
Publication number:
REL 2020-039
report
Impact Study
Impact of the Developing Mathematical Ideas Professional Development Program on Grade 4 Students' and Teachers' Understanding of Fractions
The purpose of this study was to assess the impact of the Developing Mathematical Ideas (DMI) professional development program on grade 4 teachers' in-depth knowledge of fractions as well as their students' understanding and proficiency with fractions. The study was conducted during the 2014/15 school year. A total of 84 schools from eight school districts in three states (Florida, Georgia, and South Carolina) agreed to participate. Participants included 264 grade 4 teachers and their 4,204 s...
Mar 22, 2017
Grant
Testing the Effectiveness of Professional Development in Academic Vocabulary on Observed Teaching Practice and Academic Vocabulary Knowledge of English Learners in 8th Grade Social Studies Classrooms
The purpose of this study is to assess the impact of the Teacher Study Group (TSG) professional development on observed teaching practice and on academic vocabulary knowledge of English learners. The TSG approach will be tested when implemented with eighth-grade teachers in low-achieving Title I schools, within the context of the social studies curriculum.
Federal funding program:
Award number:
R305A150463
Grant
Impact of Teacher Study Groups as Observed Teaching Practice and Student Vocabulary Knowledge: A Multi-Site Randomized Control Trial in First Grade
The purpose of this efficacy study is to examine the impact of the Teacher Study Group (TSG) professional development program in vocabulary on teacher knowledge, observed teaching practice, and student vocabulary achievement, when implemented with first-grade teachers in Title 1 schools. Most professional development programs only involve one- or two-day trainings, but teachers value continuous training over the course of the school year and appreciate the opportunity to develop collegial re...
Federal funding program:
Award number:
R305A090294