Search Results: (1-15 of 487 records)
|Building Blocks Intervention Report
This What Works Clearinghouse intervention report summarizes the evidence on Building Blocks, a mathematics curriculum that seeks to develop preschool children’s knowledge of mathematics using activities that are intentionally sequenced based on the developmental progression of children’s mathematical learning. The research provides moderate evidence that Building Blocks improves mathematics achievement. This assessment is based on three studies that meet WWC standards.
|Pre-K Mathematics Intervention Report
This What Works Clearinghouse intervention report summarizes the evidence on a supplemental curriculum entitled "Pre-K Mathematics." The supplemental curriculum is designed to develop informal mathematical knowledge and skills in preschool children. Specific mathematical concepts and skills from each unit are taught in the classroom through teacher-guided, small-group activities using concrete manipulatives. The research provides strong evidence that Pre-K Mathematics improves mathematics achievement, although the intervention had uncertain effects on outcomes in the language domain, reading & literacy related domain, social-emotional learning domain, and self-regulation domain. This assessment is based on five studies that meet WWC standards.
|Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions
The What Works Clearinghouse (WWC) released a report that applies two methodological approaches new to the WWC that together aim to improve researchers' understanding of how early literacy interventions may work to improve outcomes for students in grades K-3. First, this report pilots a new taxonomy developed by early literacy experts and intervention developers as part of a larger effort to develop standard nomenclature for the components of literacy interventions. Then, the WWC uses Bayesian meta-analysis—a statistical method to systematically summarize evidence across multiple studies—to estimate the associations between intervention components and intervention impacts.
Twenty-nine studies of 25 early literacy interventions that were previously reviewed by the WWC and met the WWC's rigorous research standards were included in the analysis. This method found that the components examined in this synthesis appear to have a limited role in explaining variation in intervention impacts on alphabetics outcomes, including phonics, phonemic awareness, phonological awareness, and letter identification. This method also identified positive associations between intervention impacts on alphabetics outcomes and components related to using student assessment data to drive decisions, including about how to group students for instruction, and components related to non-academic student supports, including efforts to teach social-emotional learning strategies and outreach to parents and families. This report is exploratory because this synthesis cannot conclude that specific components caused improved alphabetics outcomes.
|World of Words Intervention Report
This What Works Clearinghouse intervention report summarizes the evidence on World of Words. World of Words aims to accelerate the development of preschool children’s vocabulary knowledge, concept knowledge, and content knowledge in science through topic-centered conversations and shared book readings. The research provides strong evidence that World of Words improved student language skills. This assessment is based on four studies that meet WWC standards.
|Reading Recovery® Intervention Report
This new What Works Clearinghouse intervention report summarizes the evidence on Reading Recovery®, updating an earlier report from 2013, and provides detailed information about program implementation and cost. Reading Recovery® is a supplemental, one-on-one tutoring program designed to help students in grade 1 who score below grade level in reading. The program aims to improve student reading and writing skills by providing one-on-one tutoring and tailoring lessons to each student. Trained Reading Recovery® teachers deliver the tutoring in daily 30-minute sessions over the course of 12 to 20 weeks. Based on two studies that meet WWC standards, there is moderate evidence that Reading Recovery® positively impacted student achievement in literacy immediately after the intervention. There is also promising evidence that Reading Recovery® positively impacted writing productivity and receptive communication immediately after the intervention and writing conventions 3 years after the intervention. Reading Recovery® had uncertain effects on math achievement 3 years after the intervention and on general academic achievement 10 years after the intervention.
|Class-Wide Function-Related Intervention Teams (CW-FIT) Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Class-Wide Function-Related Intervention Teams (CW-FIT) and provides detailed information about program implementation and cost. CW-FIT is a classroom management strategy that aims to help teachers improve student behavior and create a positive learning environment. Teachers establish classroom rules, provide instruction on target skills, place students into teams, and then reward teams for demonstrating target skills. Based on eight studies that meet standards, the WWC found strong evidence that CW-FIT positively impacted student behavior and promising evidence that CW-FIT positively impacted teacher practice.
|Good Behavior Game Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Good Behavior Game and provides detailed information about program implementation and cost. Good Behavior Game is a classroom management strategy that aims to help teachers improve student social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into teams and reward them for demonstrating appropriate behaviors and following classroom rules. Based on 16 studies that meet standards, the WWC found strong evidence that Good Behavior Game positively impacted student behavior and promising evidence that Good Behavior Game positively impacted teacher practice, student writing conventions, and student writing productivity. The WWC found uncertain effects on literacy and math achievement, student intrapersonal competencies, and school climate.
|Reading Apprenticeship® Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Reading Apprenticeship®, a professional development program that aims to help teachers improve student literacy skills in core academic subjects, including English, mathematics, science, and social studies. Reading Apprenticeship® trains teachers to model reading comprehension strategies and help students practice these strategies. Based on five studies that meet WWC standards, the WWC found moderate evidence that Reading Apprenticeship® positively impacted student science achievement and overall grade point average, compared with students whose teachers did not receive Reading Apprenticeship® professional development. The WWC found uncertain effects on student achievement in life sciences, social studies, literacy, reading comprehension, vocabulary, and mathematics.
|Dual Language Programs Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on dual language programs. Dual language programs can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language and English. Typically, in dual language programs, classroom teachers instruct students from an early age and over multiple years in both English and a second language called the partner language. These programs vary widely by partner language, primary language of the student population, and duration. Most of the studies examined do not meet WWC standards. Based on the two studies that meet WWC standards, the WWC found moderate evidence that dual language programs positively impacted student literacy achievement in English compared with instructional programs in English only. The WWC found uncertain effects on science and mathematics achievement. More high-quality research is needed to understand the effects of dual language programs in varied contexts.
|Preparing Young Children for School
This practice guide, developed in conjunction with an expert panel, distills contemporary early childhood and preschool education research into seven easily comprehensible and practical recommendations. The guidance will help to prepare young children to benefit from the learning opportunities they will encounter in school.
|Providing Reading Interventions for Students in Grades 4-9
The What Works Clearinghouse(TM) (WWC) developed this practice guide in partnership with a panel of experts on reading interventions. The panel distilled recent reading intervention research into four easily comprehensible and practical recommendations that educators can use to deliver reading intervention to meet the needs of students in grades 4-9. The four recommendations in this practice guide will be useful for special educators, general education teachers, reading specialists/coaches, administrators, and parents.
|Social Belonging Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Social Belonging interventions that support postsecondary success. Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions, but they all have in common a goal of influencing students' sense that they could be successful within a college setting. Based on the research, the WWC found that Social Belonging interventions have mixed effects on academic achievement and progressing in college, and have no discernible effects on college enrollment.
|Growth Mindset Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Growth Mindset interventions that support postsecondary success. Growth Mindset interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. Based on the research, the WWC found that Growth Mindset interventions have potentially positive effects on academic achievement and have no discernible effects on college enrollment and progressing in college.
|Pathway to Academic Success Project Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the Pathway to Academic Success Project. The Pathway to Academic Success Project trains teachers to improve the reading and writing abilities of English learners who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. The cognitive strategies include setting goals, tapping prior knowledge, asking questions, making predictions, articulating and revising understanding of text, and evaluating writing. Based on the research, the WWC found that implementing the Pathway to Academic Success Project has potentially positive effects on writing quality, writing conventions, and literacy achievement, compared with business-as-usual professional development and English language arts instruction.
|Project QUEST Intervention Report
Project QUEST provides comprehensive support services to help students complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy. Based on the research, the WWC found that Project QUEST has positive effects on industry-recognized credential, certificate, or license completion; potentially positive effects on credit accumulation; no discernable effects on short-term employment, short-term earnings, medium-term employment, medium-term earnings, and long-term earnings; and potentially negative effects on postsecondary degree attainment.
1 - 15 Next >>
Page 1 of 33