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Peer reviewedArnold, David H.; Fisher, Paige H.; Doctoroff, Greta L.; Dobbs, Jennifer – Journal of Educational Psychology, 2002
Teachers implemented a 6-week classroom intervention designed to promote emergent math skills and math interest in preschool-aged children. After the program, experimental children scored significantly higher than control children on a standardized test of math ability and enjoyed math activities more than the control children, as measured by both…
Descriptors: Mathematics Skills, Preschool Children, Program Effectiveness, Student Interests
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Yazdian, Laura; Powell, Sarah R. – School Psychology Review, 2002
Examines the effects of a dyadic peer-mediated treatment, Peer-Assisted Learning Strategies (PALS), on first-grade children's mathematics development. Results indicated that treatment implementation was strong; teachers judged PALS to be effective and generally feasible; and students with and without disabilities, at all points along the…
Descriptors: Disabilities, Grade 1, Mathematics Achievement, Peer Teaching
Download full textConstantine, Jill M.; Seftor, Neil S.; Martin, Emily Sama; Silva, Tim; Myers, David – US Department of Education, 2006
Low-income students and students whose parents have not attended college typically are less likely than middle- and upper-income students to complete high school and attend college, and are thus less likely to reap the benefits of attending college. Lack of information, resources, and exposure to others who have navigated the college process may…
Descriptors: High School Students, Access to Education, Higher Education, Tuition
