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Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
"DreamBox Learning" is a supplemental online mathematics program that provides adaptive instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The What Works Clearinghouse (WWC) identified one study of "DreamBox Learning" that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. This study meets standards without reservations and included 557 elementary school students in kindergarten and first grade in three charter schools in San Jose, California. The WWC considers the extent of evidence for "DreamBox Learning" on the math performance of elementary school students to be small for the mathematics achievement domain, the only domain specified in the review protocol. "DreamBox Learning" was found to have potentially positive effects on mathematics achievement for elementary school students. [On February 5, 2014, the WWC modified this report in response to new information provided by the study authors. Following the release of the intervention report on December 10, 2013 (ED544506), the WWC received a request from the study authors for another opportunity to respond to an author query to which the authors had previously not responded. The authors then provided information that the WWC had previously requested--specifically, regression-adjusted impact estimates using the full sample. The authors' original report included regression-adjusted impact estimates only for a sample that excluded students whose outcomes were classified as outliers by the study authors. Based on the new information provided, the review team updated the characterization of the study finding and the intervention rating in this report. The characterization of the study finding changed from "indeterminate effect" to "statistically significant positive effect." The intervention effectiveness rating changed from "no discernible effects" to "potentially positive effects." The WWC has not added studies to the body of evidence or updated the literature search since the December 2013 release of this report. The following study is reviewed in this intervention report: Wang, H., & Woodworth, K. (2011). "Evaluation of Rocketship Education's Use of DreamBox Learning's Online Mathematics Program." Menlo Park, CA: SRI International. Retrieved from http://www.dreambox.com.].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
Get Book Here
Book Description
"DreamBox Learning" is a supplemental online mathematics program that provides adaptive instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The What Works Clearinghouse (WWC) identified one study of "DreamBox Learning" that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. This study meets standards without reservations and included 557 elementary school students in kindergarten and first grade in three charter schools in San Jose, California. The WWC considers the extent of evidence for "DreamBox Learning" on the math performance of elementary school students to be small for the mathematics achievement domain, the only domain specified in the review protocol. "DreamBox Learning" was found to have potentially positive effects on mathematics achievement for elementary school students. [On February 5, 2014, the WWC modified this report in response to new information provided by the study authors. Following the release of the intervention report on December 10, 2013 (ED544506), the WWC received a request from the study authors for another opportunity to respond to an author query to which the authors had previously not responded. The authors then provided information that the WWC had previously requested--specifically, regression-adjusted impact estimates using the full sample. The authors' original report included regression-adjusted impact estimates only for a sample that excluded students whose outcomes were classified as outliers by the study authors. Based on the new information provided, the review team updated the characterization of the study finding and the intervention rating in this report. The characterization of the study finding changed from "indeterminate effect" to "statistically significant positive effect." The intervention effectiveness rating changed from "no discernible effects" to "potentially positive effects." The WWC has not added studies to the body of evidence or updated the literature search since the December 2013 release of this report. The following study is reviewed in this intervention report: Wang, H., & Woodworth, K. (2011). "Evaluation of Rocketship Education's Use of DreamBox Learning's Online Mathematics Program." Menlo Park, CA: SRI International. Retrieved from http://www.dreambox.com.].
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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Book Description
"Great Books" is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry[TM] method of learning. The purpose of "Great Books" is to engage students in higher-order thinking and collaborative problem solving. It involves teachers focusing discussion on the interpretation of a text and students participating as partners in these discussions. No studies of "Great Books" that fall within the scope of the Adolescent Literacy review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of "Great Books" on adolescent learners. (Contains 5 footnotes.).
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Book Description
"Curiosity Corner" is a comprehensive early childhood curriculum designed to help children at risk of school failure because of poverty. The program offers children experiences that develop the attitudes, skills, and knowledge necessary for later school success with a special emphasis on children's language and literacy skills. "Curiosity Corner" comprises two sets of 38 weekly thematic units, one for three-year-olds and one for four-year-olds. Each day the program staff present children with learning experiences through sequential daily activities. The program provides training, support, and teaching materials for teaching staff and administrators. Parents are encouraged to participate in children's learning through activities both inside and outside the classroom. One study of "Curiosity Corner" met the What Works Clearinghouse (WWC) evidence standards with reservations. The study included 316 three- and four-year-old children from four urban, high poverty school districts in New Jersey. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. The WWC considers the extent of evidence for "Curiosity Corner" to be small for oral language and for cognition. No studies that met WWC evidence standards with or without reservations addressed print knowledge, phonological processing, early reading/writing, or math. "Curiosity Corner" was found to have no discernible effects on oral language and cognition. [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Chambers, B., Chamberlain, A., Hurley, E. A., & Slavin, R. E. (2001, April). "Curiosity Corner: Enhancing preschoolers' language abilities through comprehensive reform." Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.].
Author: Robin S. Codding
Publisher: Guilford Publications
ISBN: 1462528295
Category : Psychology
Languages : en
Pages : 274
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Book Description
Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. In a convenient large-size format, the book includes 20 reproducible handouts and forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Elementary, and Secondary Education
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 62
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Book Description
![Herman Method[TM]. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/FLkOvwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
The "Herman Method"[TM] teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. It contains 20 modules of instruction through a fifth grade level. Each module includes a reading, spelling, and handwriting component. The curriculum uses direct instruction and drill and practice exercises provided through different media, including flash cards, computer-based software programs, workbook exercises, and guided reading books. The "Herman Method"[TM] has been used with struggling readers, English language learners, and learning-disabled students. However, no studies of the "Herman Method"[TM] that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the "Herman Method"[TM] on students with learning disabilities. (Contains 3 footnotes.).
![Doors to Discovery[TM]. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/OEn4vgEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
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Book Description
"Doors to Discovery"[TM] is an early childhood curriculum that uses thematic units to engage young children and support them as they build an understanding of their world. "Doors to Discovery"[TM] literacy activities are used to encourage children's development in a number of areas identified by research as the foundation for early literacy success: oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. One study of "Doors to Discovery"[TM] met the What Works Clearinghouse (WWC) evidence standards. This study included 76 classrooms in universal pre-kindergarten, Head Start, or Title I programs in the Houston, Texas, metropolitan area and examined intervention effects on children's oral language, print knowledge, and phonological processing. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. The WWC considers the extent of evidence for "Doors to Discovery"[TM] to be small for oral language, print knowledge, and phonological processing. No studies that met WWC evidence standards with or without reservations addressed early reading/writing, cognition, or math. "Doors to Discovery"[TM] was found to have no discernible effects on oral language, print knowledge, and phonological processing. (Contains 9 footnotes.) [The following two studies are reviewed in this intervention report: (1) Assel, M. A., Landry, S. H., Swank, P. R., and Gunnewig, S. (2006). "An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten." Reading and Writing. Retrieved March 23, 2007, from http://www.springerlink.com/content/gx325u2h3612817r/fulltext.pdf; and (2) Christie, J., Roskos, K., Vukelich, C., and Han, M. (2003, June). "The effects of a well-designed literacy program on young children's language and literacy development." In F. Lamb-Parker, J. Hagen, R. Robinson, and H. Rhee (Eds.), "The first eight years--pathways to the future: Implications for research, policy, and practice" (pp. 447-448). Proceedings of the Head Start National Research Conference. New York: Mailman School of Public Health, Columbia University.].
Author: Rhonda Douglas Brown
Publisher: Springer
ISBN: 3319764098
Category : Psychology
Languages : en
Pages : 155
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Book Description
This book examines the neuroscience of mathematical cognitive development from infancy into emerging adulthood, addressing both biological and environmental influences on brain development and plasticity. It begins by presenting major theoretical frameworks for designing and interpreting neuroscience studies of mathematical cognitive development, including developmental evolutionary theory, developmental systems approaches, and the triple-code model of numerical processing. The book includes chapters that discuss findings from studies using neuroscience research methods to examine numerical and visuospatial cognition, calculation, and mathematical difficulties and exceptionalities. It concludes with a review of mathematical intervention programs and recommendations for future neuroscience research on mathematical cognitive development. Featured neuroscience research methods include: Functional Magnetic Resonance Imaging (fMRI). Diffusion Tensor Imaging (DTI). Event Related Potentials (ERP). Transcranial Magnetic Stimulation (TMS). Neuroscience of Mathematical Cognitive Development is an essential resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, neuroscience, educational psychology, neuropsychology, and mathematics education.
![Doors to Discovery [TM]. WWC Intervention Report PDF](https://books.google.com/books/content/images/frontcover/g4VKvwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
Doors to Discovery[TM], an early childhood curriculum, focuses on the development of children's vocabulary and expressive and receptive language through a learning process called "shared literacy," where adults and children work together to develop literacy-related skills. Literacy activities, organized into thematic units, encourage children's development in a number of areas identified by research as the foundation for early literacy success: oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The What Works Clearinghouse (WWC) reviewed six studies on Doors to Discovery[TM]. One of these studies meets WWC evidence standards, one study meets WWC evidence standards with reservations, and the remaining four studies do not meet either WWC evidence standards or eligibility screens. Based on the two studies, the WWC found potentially positive effects on oral language and print knowledge, and no discernible effects on phonological processing and math. The conclusions presented in this report may change as new research emerges. Six appendices are included: (1) Study characteristics; (2) Outcome measures by domain; (3) Summary of study findings by domain; (4) Summary of follow-up findings by domain; (5) Ratings by domain; and (6) Extent of evidence by domain. (Contains 13 footnotes.) [The following studies are reviewed in this intervention report: (1) Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). Doors to Discovery and Let's Begin with the Letter People. In Effects of preschool curriculum programs on school readiness (pp. 85-98). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; and (2) Christie, J., Roskos, K., Vukelich, C., & Han, M. (2003, June). The effects of a well-designed literacy program on young children's language and literacy development. In F. Lamb-Parker, J. Hagen, R. Robinson, & H. Rhee (Eds.), The first eight years--pathways to the future: Implications for research, policy, and practice (pp. 447-448). "Proceedings of the Head Start National Research Conference." New York: Mailman School of Public Health, Columbia University.].
