Search Results: (1-15 of 272 records)
|WWC 2020009||Web-Based Intelligent Tutoring for the Structure Strategy
This What Works Clearinghouse (WWC) intervention report summarizes the research on Web-Based Intelligent Tutoring for the Structure Strategy (ITSS), a web-based program that provides supplemental literacy instruction and practice for students in kindergarten to grade 8. The program is designed to develop students’ literacy skills needed to understand factual texts encountered in school and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall. Based on the research, the WWC found that ITSS is likely to increase students’ reading comprehension in grades 4-7.
|WWC 2020010||Intervention Report Word Generation: English Language Learners
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Word Generation for English learners. Word Generation is a supplemental program that aims to improve students’ reading comprehension by building students’ vocabulary, academic language, and perspective-taking skills through classroom discussion and debate. Word Generation consists of a series of interdisciplinary units with daily lessons focused on a high-interest topic to increase student engagement. Based on the research, the WWC found that implementing Word Generation may result in little or no change in the reading comprehension or English language proficiency of English learners in grades 4-7.
|WWC 2020007||Intervention Report: Project-Based Inquiry Science
This What Works Clearinghouse (WWC) intervention report summarizes the research on Project-Based Inquiry ScienceTM, a curriculum with units in life science, earth science, and physical science that is designed to improve student science achievement in grades 6 to 8. No eligible studies of Project-Based Inquiry ScienceTM met WWC design standards, so the WWC is unable to draw any conclusions at this time about the effectiveness of this program.
|WWC 2020005||Intervention Report: Fraction Face-Off! Primary Mathematics
This What Works Clearinghouse (WWC) intervention report summarizes research on Fraction Face-Off!, a supplemental math program designed to assist fourth-grade students with solving fraction problems. The WWC reviewed eligible research on Fraction Face-Off! and found that this program may increase fourth-grade student achievement in geometry and measurement, numbers and operations, and general mathematics skills.
|NCES 2020051||U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look
“U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look” expands upon the results described in NCES’ initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school characteristics, and coursetaking patterns of the small subset of U.S. 12th-graders taking the TIMSS Advanced assessments; (2) describe the extent to which the topics assessed in the study were covered in the curricula of the advanced mathematics and physics courses taken by U.S students; (3) provide detailed performance data within content domains for student subgroups and overall; and (4) illustrate student performance with example items.
This report uses data from the 2015 Trends in International Mathematics and Science Study Advanced (TIMSS Advanced), an international assessment that measures advanced mathematics and physics achievement in the final year of secondary school. TIMSS Advanced is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
|WWC 2020003||Evidence Snapshot: Passport Reading Journeys
This What Works Clearinghouse (WWC) intervention report summarizes the research on Passport Reading Journeys, a supplemental literacy curriculum that is designed to improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and individualized computer-based practice. The curriculum includes a series of instructional sequences ("expeditions") on topics in science, math, fine art, literature, and social studies. Based on the research, the WWC found that Passport Reading Journeys has inconsistent effects on comprehension and little or no effect on general literacy achievement for struggling adolescent readers.
|REL 2019002||Professional Learning Community: Improving Mathematical Problem Solving for Students in Grades 4 Through 8 Facilitator's Guide
REL Southeast developed this facilitator's guide on the topic of mathematical problem solving for use in professional learning community (PLC) settings. The facilitator's guide is a set of professional development materials designed to supplement the What Works Clearinghouse practice guide, Improving Mathematical Problem Solving in Grades 4 Through 8 (Woodward et al., 2012). The practice guide provides research-based recommendations for teachers to incorporate into their classroom practice. The facilitator's guide is designed to complement and extend the practice guide by providing teachers in a PLC setting with additional, step-by-step guidance for the best ways to implement some of these evidence-based recommendations.
The facilitator's guide focuses on three of the five recommendations from the mathematics problem solving practice guide to ensure in-depth coverage of the topics and to provide ample practice opportunities and time for reflection. The three practice guide recommendations on which the facilitator's guide is based are: teach students how to use visual representations (Recommendation 3), expose students to multiple problem-solving strategies (Recommendation 4), and help students recognize and articulate mathematical concepts and notation (Recommendation 5). REL Southeast chose these three recommendations because they are interrelated and include critical content to address the two high-leverage regional needs communicated by the Improving Mathematics Instruction Research Alliance which include improving classroom discourse in mathematics and enhancing students' mathematical problem-solving skills.
|NCES 2018014||Public School Principals’ Perceptions of Influence by School Level and Community Type
This report describes public school principals’ perceptions of their influence on establishing curriculum and decisions concerning the budget at their school.
|WWC IRM684||Accelerated Math: Primary Mathematics
This What Works Clearinghouse (WWC) intervention report summarizes the research on Accelerated Math and its impacts on the mathematics achievement of primary students. Accelerated Math is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. The software is typically used as a supplement to the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program's progress-monitoring data.
This report replaces the 2008 and 2010 WWC Accelerated Math reports to combine reviews and include more recent publications. After reviewing the currently available research, the WWC found that Accelerated Math has mixed effects on mathematics achievement for primary students.
|WWC IRM676||I CAN Learn Primary Mathematics
This What Works Clearinghouse (WWC) intervention report in the Primary Math topic area summarizes the research on I CAN Learn® Pre-Algebra, a computer-based math curriculum for students in middle school, high school, and college. This new report represents the most recent available evidence of the impact of I CAN Learn® Pre-Algebra on primary students and replaces the 2009 Middle School Math report. Based on the available evidence, the WWC found that I CAN Learn® Pre-Algebra has no discernible effects on general mathematics achievement for primary students.
|WWC IRM677||I CAN Learn Algebra: Secondary Mathematics
This What Works Clearinghouse (WWC) intervention report in the Secondary Math topic area summarizes the research on I CAN Learn® Algebra, a computer-based math curriculum for students in middle school, high school, and college. This new report represents the most recent available evidence of the impact of I CAN Learn® Algebra on secondary students and replaces the 2012 High School Math report. Based on the available evidence, the WWC found that I CAN Learn® has no discernible effects on general mathematics achievement for secondary students.
|NCEE 20174024||An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools
To date, efforts to include evidence-based instruction in large-scale reading programs have not generated meaningful improvements in student outcomes. To identify additional instructional practices that merit further evaluation, this evaluation brief provides an exploratory analysis of practices that are related to young students' growth in language skills and comprehension in listening and reading. The analysis is based on student test scores and observations of instructional practices in 1,035 classrooms in prekindergarten through grade 3 within 83 Title I schools during the 2011-2012 school year. Among the practices measured, those that were most consistently related to student growth include engaging students in defining new words, making connections between students' prior knowledge and the texts they read, promoting higher-order thinking, and focusing instruction on the meaning of texts.
|WWC IRM673||Intervention Report: Saxon Math
Saxon Math is a curriculum for students in grades K-12. The amount of new math content students receive each day is limited and students practice concepts every day. New concepts are developed, reviewed, and practiced cumulatively rather than in discrete chapters or units.
|REL 2017258||Stated Briefly: The relative effectiveness of two approaches to early literacy intervention in grades K-2
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2017-251). This randomized controlled trial of early literacy interventions examined whether using a stand-alone intervention outside the core curriculum leads to better outcomes than using the embedded curriculum for small group intervention in grades K-2. Fifty-five schools located across Florida were randomly assigned to stand-alone or embedded interventions delivered daily throughout the school year for 45 minutes in small groups of four or five students. Students below the 30th percentile in reading-related skills and/or vocabulary were eligible for intervention. One-third of participating students were English language learners. Both interventions were implemented with high fidelity and, on average, students showed improvement in reading and language skills in both interventions. The stand-alone intervention significantly improved grade 2 spelling. However, impacts on other student outcomes were comparable. The two interventions had relatively similar impacts on reading and language outcomes among English learners and non-English learners, with the exception of some reading outcomes in kindergarten. Implications for future research are discussed.
|WWC IRBR672||Success for All Intervention Report
This What Works Clearinghouse (WWC) intervention report in the Literacy topic area summarizes the research on Success for All® (SFA®) and its effects on students in grades K–4. SFA® is a whole-school reform model for students in grades pre-K-8 and includes a literacy program that emphasizes phonics for beginning readers and comprehension for all students. Teachers provide reading instruction to students grouped by reading ability for 90 minutes a day, 5 days a week. In addition, certified teachers or paraprofessionals provide daily tutoring to students who have difficulty reading at the same level as their classmates.
This updated report includes the research examined in the 2009 SFA® report and reviews of 111 additional studies. Based on this research, the WWC found SFA® to have positive effects on alphabetics, potentially positive effects on reading fluency, and mixed effects on comprehension and general reading achievement for beginning readers.
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