Students in grades 3, 4, and 5 participated in a monthlong experiential program conducted at a residential camp. The children were deemed "at risk" due to one or more of the following concerns: poor academic performance, behavioral issues, and extremely low self-esteem. The program consisted of tutoring in social issues and academic…

Students with Emotional Behavioral Disorders (EBD) exhibit behaviors that interfere with their ability to access instruction and identifying feasible and effective school-based interventions is critical for promoting their academic success. Previous research has shown the positive effects of a self-management package that involved gradually and…

Service learning has been established as a promising method of teaching and learning that engages youth as change agents in their schools and communities. But service learning has not been widely implemented or studied in rural K-12 schools. This study explores the case of a service learning curriculum, the Working Together Project (WTP), in a…

Students with learning disabilities often struggle to explore and apply problem-solving strategies to mathematical word problems, with challenges becoming particularly evident when learning fractions due to their abstract nature and conceptual complexity. This study investigated the effects of Solve It! strategy combined with video modeling on…

This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (n = 198) were assigned to the treatment or control condition…

This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the…

This paper presents a replication study investigating the effectiveness of a strategy to assist students with learning difficulties in adding fractions. Drawing on the research conducted by Grünke et al. (2023), this single-case analysis extends the application of the "Look, Ask, Pick" (LAP) mnemonic technique initially introduced by…

Behavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a "targeted" intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the…

This study occurred within Year One and Year Two of an ongoing literacy initiative designed to build reader identities among underserved middle school students. Using a near-peer mentoring model, mentees were paired with college-student mentors to interact weekly around books and reading. Reader interests and identities are influenced by affective…

Fractions are an integral part of the mathematics curriculum. Most students acquire proficiency with these concepts during the course of their elementary education and are usually able to perform basic fractions operations when reaching middle-school age. However, a considerable number of students require extra help to not fall further and further…

This study investigated the effects of a mentoring program for at-risk students of color by integrating reading fluency instruction and resilience-building activities. Three 4th and 5th-grade students identified as having reading difficulties participated in the program, which involved college mentors providing one-on-one instruction for 30-40…

The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…

Background: Adolescent girls are at an increased risk of low physical activity and the associated health consequences. Girls Can Move!, an after-school intervention guided by social cognitive theory, was designed to increase physical activity. Purpose: To examine the feasibility and initial effectiveness of Girls Can Move! Methods The 8-week…

The United States is in the top ten out of 108 countries for the highest juvenile offender percentage (Harrendorf, Heiskanen, & Malby, 2010). Interaction with the juvenile court system has significant iatrogenic effects (Steinberg, Chung, & Little, 2004; Gatti, Tremblay, & Vitaro, 2009; McCord, 1992; Gatti, Tremblay, & Vitaro,…

The purpose of this report is to present summative findings from a five-year EIR early-phase project that implemented and evaluated the ENpowered program. PRG conducted a rigorous impact and implementation evaluation of the ENpowered program's effect on middle school student outcomes. The impact study utilized a quasi-experimental design to…