The purpose of this study is to describe and examine the structures and policies a public, comprehensive high school put in place to implement problem-based learning (PBL) across content areas. Starting in 2010, the school implemented PBL in the hopes of increasing students' career and college readiness skills. The research took place at a…

This study is a mixed-methods research project designed to measure the effectiveness of a peer mentor program in meeting institutional goals such as increased academic performance and retention. The results suggest that peers are useful in helping students manage the demands of the first year by normalizing the experience and linking the students…

We examined the effects of a professional development (PD) system designed to support teachers' use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided "tools" for early writing assessment and intervention, "learning modules" including…

In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a…

This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language…

This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program designed to develop upper-elementary students' vocabulary skills in order to improve reading comprehension. The study used a true, group-randomized, experimental design, which randomly assigned 46 4th grade classrooms (n=1324 students) from 12 districts…

Faith-based programs for adult learners have environmental factors that differentiate them from non-faith based programs, but explicit empirical studies evaluating the impact of the psychosocial factors have been lacking in the literature. This study comparatively examines the achievement level of expressive communication skills as measured…

In the United States today, more jobs than ever before require at least some postsecondary education. Yet too many young adults are either not enrolling or not succeeding in college. This scenario exists across many different types of communities, but schools in rural areas, particularly those with large populations of low-income students, face…

This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…

Culturally and linguistically diverse learners with and without learning disabilities enrolled in public schools are tasked with learning content, a new culture, and a new language. Meeting their language and literacy needs requires systematic use of evidence-based practices and deep knowledge of culturally and linguistically responsive practices…

This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non--English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment…

This quasi-experimental study examined the effects of a strategy for making text-dependent inferences--with and without embedded self-regulation skills--on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting…

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…

Previous research has linked inquiry-based science instruction (i.e., science instruction that engages students in doing science rather than just learning about science) with greater gains in student learning than text-book based methods (Vanosdall, Klentschy, Hedges & Weisbaum, 2007; Banilower, 2007; Ferguson 2009; Bredderman, 1983;…

Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex…