The aim of this study is to investigate the production and dissemination of mathematical modeling-based projects by gifted students, intended to solve real-life problems, over the four-year Project Production and Management Program (PPMP). The longitudinal research methodology was utilized to examine the project production process among…

Background: The Student Assistance Program (SAP) is mandated kindergarten to 12th grade in Pennsylvania schools to address barriers to student academic success. Following student referral, SAP teams use a systematic process to inform recommendations for school or community-based services. To evaluate program outcomes, a review of student SAP…

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a systems approach to supporting the social and emotional needs of all children utilized by more than 21,000 schools across the nation. Data from numerous studies and state projects' evaluation reports point to the impact of SWPBIS on student outcomes (office discipline referrals…

This longitudinal study tests the optimal placement of cooperative learning during instruction. Pre-service teachers (N = 97) were taught about psychology theories applied to educational contexts and were asked to apply this knowledge in problem-solving activities using relevant classroom cases. Participants were assigned to either (Early) or…

Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…

Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…

The primary purpose of the 2017-2018 NC Pre-Kindergarten (NC Pre-K) Evaluation was to examine the effectiveness of the NC Pre-K Program using a randomized controlled trial (RCT) design. The major issue addressed by this type of study is around the benefits of offering children access to enrollment in NC Pre-K. An RCT is considered the…

The primary purpose of the 2017-2018 NC Pre-Kindergarten (NC Pre-K) Evaluation was to examine the effectiveness of the NC Pre-K Program using a randomized controlled trial (RCT) design. Because children are randomly assigned to either receive NC Pre-K (treatment) or not (control) in an RCT, differences in outcomes can be causally attributed to…

The study aimed to analyze the effects on reading of an early oral and written language intervention program for Spanish children at risk of learning difficulties. The goal of this classroom-based program was to prioritize a systematic approach to reading and writing and to foster phonological knowledge and the development of oral language…

The Targeted Mental Health in Schools (TaMHS) programme was a nationwide initiative that funded mental health provision in schools for pupils at risk of or already experiencing mental health problems. The implementation, impact and experience of this programme was evaluated using quantitative and qualitative methodology involving three main…

Academic programs generally work to make their laboratory curriculum both as instrumentation rich and up to date as possible. However, little is known about the relationship between the use of instrumentation in the curriculum and student learning. As part of our department's ongoing assessment efforts, a project was designed to probe this…

Despite the vast body of research examining the relationship between full-day kindergarten attendance and children's outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by…

This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher-child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher-child dyads…

Determining the effectiveness of many special education interventions is most difficult because of the practical and ethical limitations associated with assigning participants to a control or non-treated group. Using Longitudinal Study of Australian Children data, this article utilised eight different propensity score analysis methods to determine…

Background: Several studies have shown that substance use levels among adolescents living in residential youth care are high. However, it is not clear to what extent adolescents initiate (heavy) substance during their stay and to what extent these rates are higher than would be expected based on their risk profile. Objective: The aim of the…