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Download full textSusan M. Kowalski; Scott J. Peters; Megan Kuhfeld; Gustave Robinson; Karyn Lewis – NWEA, 2024
This brief continues ongoing research by NWEA® examining the degree to which the COVID-19 pandemic, and its associated school closures, influenced student learning. Prior research focused on math and reading and found that the pandemic's negative impact steadily accumulated during the 2020-2021 school year, with significant disparities in…
Descriptors: Achievement Tests, COVID-19, Pandemics, School Closing
Peer reviewed
Direct linkIgnacio, Peter L.; McCurdy, Merilee; White, Jada; Auge, Madeline B.; Skinner, Christopher H.; Schwartz-Micheaux, Janet – Psychology in the Schools, 2019
Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was…
Descriptors: Middle School Students, Writing (Composition), Cues, Learning Processes
Rogiers, Amelie; Merchie, Emmelien; van Keer, Hilde – Frontline Learning Research, 2020
The current study uncovers secondary school students' actual use of text-learning strategies during an individual learning task by means of a concurrent self-reported thinking aloud procedure. Think-aloud data of 51 participants with different learning strategy profiles, distinguished based on a retrospective self-report questionnaire (i.e., 15…
Descriptors: Secondary School Students, Learning Strategies, Protocol Analysis, Research Methodology
McKeown, Margaret G.; Crosson, Amy C.; Moore, Debra W.; Beck, Isabel L. – American Educational Research Journal, 2018
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade…
Descriptors: Vocabulary Development, Reading Comprehension, Intervention, Middle School Students
Badreddine, Zeynab; Buty, Christian – International Journal of Science Education, 2011
Teaching and learning are time-dependant processes. It can be hypothesised that the content coherence during a teaching sequence is an important factor of learning. In this perspective, it is of great interest to follow the occurrences of a notion and the development of its meanings in the classroom discourse, all along the various sessions of a…
Descriptors: Foreign Countries, Video Technology, Grade 7, Physics
Novotna, Jarmila, Ed.; Moraova, Hana, Ed.; Kratka, Magdalena, Ed.; Stehlikova, Nad'a, Ed. – International Group for the Psychology of Mathematics Education, 2006
This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr…
Descriptors: Program Effectiveness, Foreign Countries, Middle Schools, Textbooks
