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An Analysis of the Relationship between Essential Learning Mastery and Mathematics Achievement in Grades 3 and 4
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Haystead, Mark W. – Marzano Research, 2016
Over several years, Clark Pleasant Community School Corporation (CPCSC) schools have dedicated significant professional development hours and time to develop Essential Learnings (ELs) along with proficiency scales that could guide the content of classroom assessments used to determine student mastery. This report presents findings from statistical…
Descriptors: Mathematics Achievement, Elementary School Mathematics, Grade 3, Grade 4
An Analysis of the Relationship between English Language Arts and Mathematics Achievement and Essential Learning Mastery in Grades 3 and 4. Executive Summary
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Haystead, Mark W. – Marzano Research, 2016
Over several years, Clark Pleasant Community School Corporation (CPCSC) schools have dedicated significant professional development hours and time to develop Essential Learnings (ELs) along with proficiency scales that could guide the content of classroom assessments used to determine student mastery. This executive summary highlights key findings…
Descriptors: Mathematics Achievement, Elementary School Mathematics, Grade 3, Grade 4
Achievement Goals during Middle Childhood: Individual Differences in Motivation and Social Adjustment
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Wilson, Travis M.; Zheng, Chanjin; Lemoine, Katherine A.; Martin, Caroline P.; Tang, Yue – Journal of Experimental Education, 2016
Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported…
Descriptors: Goal Orientation, Academic Achievement, Individual Differences, Social Adjustment
Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence
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Park, Daeun; Gunderson, Elizabeth A.; Tsukayama, Eli; Levine, Susan C.; Beilock, Sian L. – Journal of Educational Psychology, 2016
Although students' motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N = 424, Teacher N = 58), we found that, as early as 1st and 2nd grade, children who endorsed an…
Descriptors: Young Children, Mathematics Achievement, Teaching Methods, Intelligence
Girls, Boys, and Bots: Gender Differences in Young Children's Performance on Robotics and Programming Tasks
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Sullivan, Amanda; Bers, Marina Umaschi – Journal of Information Technology Education: Innovations in Practice, 2016
Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N = 45 children in kindergarten through second…
Descriptors: Early Childhood Education, Kindergarten, Grade 1, Grade 2
Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention
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Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Coyne, Michael D.; Simmons, Leslie E.; Oslund, Eric; Fogarty, Melissa; Hagan-Burke, Shanna; Little, Mary E.; Rawlinson, D'Ann – Journal of Learning Disabilities, 2015
Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…
Descriptors: Intervention, Reading Instruction, Kindergarten, Reading Achievement