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Showing 1 to 15 of 118 results Save | Export
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Ben Smith; Stephen P. Morris; Harry Armitage – Research Papers in Education, 2023
It is not uncommon for randomised trials in education to have the performance of sample members in national examinations as their primary outcome. In many cases, examination results are available as summary measures only. Taking the example of GCSE examination results in England, this paper shows that using summary measures of an underlying score…
Descriptors: Language Arts, Mathematics Instruction, Grades (Scholastic), Standardized Tests
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Nancy C. Jordan; Nancy Dyson; Taylor-Paige Guba; Megan Botello; Heather Suchanec-Cooper; Henry May – Grantee Submission, 2024
A solid understanding of fractions is the cornerstone for acquiring proficiency with rational numbers and paves the way for learning advanced mathematical concepts, such as algebra. Fraction difficulties limit not only students' educational and vocational opportunities but also their ability to solve everyday problems. Students who exit 6th grade…
Descriptors: Fractions, Mathematics Instruction, Grade 6, Intervention
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Charlotte Z. Mann; Jiaying Wang; Adam Sales; Johann A. Gagnon-Bartsch – Grantee Submission, 2024
The gold-standard for evaluating the effect of an educational intervention on student outcomes is running a randomized controlled trial (RCT). However, RCTs may often be small due to logistical considerations, and resulting treatment effect estimates may lack precision. Recent methods improve experimental precision by incorporating information…
Descriptors: Intervention, Outcomes of Education, Randomized Controlled Trials, Data Use
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Sean Demack – Education Endowment Foundation, 2019
Cluster Randomized Trial (CRT) designs are inherently multilevel and reflect the hierarchical structure of schools and the wider education system. To capture this multilevel nature, CRTs are commonly analysed using multilevel (or hierarchical) linear models. It is fairly common for CRT designs and analyses to include school and individual/pupil…
Descriptors: Educational Research, Randomized Controlled Trials, Research Design, Hierarchical Linear Modeling
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Citkowicz, Martyna; Lindsay, Jim; Miller, David; Williams, Ryan – Society for Research on Educational Effectiveness, 2020
Many public and private initiatives have focused on improving prekindergarten (PK) through Grade 12 mathematics education, given that the mathematics content learned before college is foundational for later learning and college success across STEM subjects. Although decades of educational research have studied PK-12 mathematics interventions, the…
Descriptors: Intervention, Mathematics Instruction, Meta Analysis, Comparative Analysis
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Taylor Lesner; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Elizabeth L. Budd; Christian Doabler – Grantee Submission, 2025
This secondary analysis of data from a randomized control trial of an early mathematics intervention, ROOTS, explored whether patterns of intervention response were best categorized by the typical response/non-response binary or a more complex framework with additional response profiles. Participants included kindergarten students at risk for…
Descriptors: Mathematics Instruction, Response to Intervention, At Risk Students, Kindergarten
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Hill, Heather C.; Corey, Douglas Lyman; Jacob, Robin T. – Teachers College Record, 2018
Background/Context: Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, recent reviews suggest that a large fraction of the programs developed and rigorously tested in the past decade have shown null results on student outcomes…
Descriptors: Mathematics, Faculty Development, Mathematics Instruction, Arithmetic
Yoon, HyeonJin – ProQuest LLC, 2018
In basic regression discontinuity (RD) designs, causal inference is limited to the local area near a single cutoff. To strengthen the generality of the RD treatment estimate, a design with multiple cutoffs along the assignment variable continuum can be applied. The availability of multiple cutoffs allows estimation of a pooled average treatment…
Descriptors: Regression (Statistics), Program Evaluation, Computation, Statistical Analysis
Yoon, HyeonJin – Grantee Submission, 2018
In basic regression discontinuity (RD) designs, causal inference is limited to the local area near a single cutoff. To strengthen the generality of the RD treatment estimate, a design with multiple cutoffs along the assignment variable continuum can be applied. The availability of multiple cutoffs allows estimation of a pooled average treatment…
Descriptors: Regression (Statistics), Program Evaluation, Computation, Statistical Analysis
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Prediger, Susanne; Erath, Kirstin; Weinert, Henrike; Quabeck, Kim – Journal for Research in Mathematics Education, 2022
Empirical evidence exists that enhancing students' language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589)…
Descriptors: Language Usage, Mathematics Instruction, Randomized Controlled Trials, Multilingualism
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Hoogland, Kees; Pepin, Birgit; de Koning, Jaap; Bakker, Arthur; Gravemeijer, Koeno – Research in Mathematics Education, 2018
This article reports on a "post hoc" study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students' results in solving contextual mathematical problems with either a descriptive or a depictive…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Academic Achievement, Foreign Countries
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Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K.; Cheung, Chi-Ngai – Journal of Educational Psychology, 2020
We report the results of a preregistered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no 2 consecutive problems require the same…
Descriptors: Randomized Controlled Trials, Mathematics Instruction, Grade 7, Assignments
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Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. – International Journal of Research & Method in Education, 2020
Randomized control trials (RCTs) are commonly regarded as the 'gold standard' for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions…
Descriptors: Randomized Controlled Trials, Intervention, Program Evaluation, Program Effectiveness
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Shanley, Lina; Clarke, Ben; Anderson, Daniel A.; Turtura, Jessica; Doabler, Christian T.; Kurtz-Nelson, Eva; Fien, Hank – School Psychology, 2019
The provision of high-quality early mathematics instruction and intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to mathematics instruction is a critical aspect of early intervention. To this end, the current study…
Descriptors: Mathematics Instruction, School Districts, Kindergarten, Young Children
Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K.; Cheung, Chi-Ngai – Grantee Submission, 2019
We report the results of a pre-registered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no two consecutive problems require the same…
Descriptors: Randomized Controlled Trials, Mathematics Instruction, Grade 7, Assignments
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