Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 3 |
| Since 2007 (last 20 years) | 7 |
Descriptor
Source
| Exceptional Children | 3 |
| Grantee Submission | 3 |
| American Educational Research… | 1 |
| Community College Review | 1 |
| Contemporary Educational… | 1 |
| Journal of the Freshman Year… | 1 |
| National Bureau of Economic… | 1 |
| ProQuest LLC | 1 |
Author
| Fuchs, Lynn S. | 3 |
| Asmus, Jennifer | 1 |
| Biggs, Elizabeth E. | 1 |
| Bolt, Dan M. | 1 |
| Born, Tiffany L. | 1 |
| Brock, Matthew E. | 1 |
| Carter, Erik W. | 1 |
| Cattey, Gillian N. | 1 |
| Cerna, Rebeca | 1 |
| Chen, Rui | 1 |
| Cho, Sung-Woo | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 10 |
| Journal Articles | 7 |
| Reports - Evaluative | 3 |
| Dissertations/Theses -… | 1 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 3 |
| Higher Education | 2 |
| Middle Schools | 2 |
| Secondary Education | 2 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| High Schools | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Two Year Colleges | 1 |
Audience
| Practitioners | 1 |
| Teachers | 1 |
Location
| California (Santa Ana) | 1 |
| New York | 1 |
| Virginia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Vineland Adaptive Behavior… | 2 |
| Childhood Autism Rating Scale | 1 |
| Social Skills Improvement… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 14 |
| Meets WWC Standards with or without Reservations | 14 |
Download full textWendt, Staci; Cerna, Rebeca; Taylor, Darius; Hanson, Thomas – Grantee Submission, 2020
Purpose: The Santa Ana Unified School District received an i3 grant (Investing in Innovation; funded by the U.S. Department of Education Grant number U411C160074) to build on their existing school climate practices. Called the Enhanced Positive School Climate Model, the aim is to improve school climate, student-adult relationships, create social…
Descriptors: Educational Environment, Models, School Districts, Educational Improvement
Reeves, Thomas; Romine, William; Laffey, James; Sadler, Troy; Goggins, Sean – Grantee Submission, 2020
Mission HydroSci (MHS) is a 3D game-based learning environment and curriculum that supports middle school student learning of water systems science and scientific argumentation. MHS is a rigorous, coherent and engaging 6 to 8-day curriculum with all learning activities and social interactions taking place in the virtual world and with teachers…
Descriptors: Distance Education, Game Based Learning, Computer Simulation, Middle School Students
Direct linkSam, Ann M.; Odom, Samuel L.; Tomaszewski, Brianne; Perkins, Yolanda; Cox, Ann W. – Grantee Submission, 2020
The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Evidence Based Practice
Cho, Sung-Woo; Karp, Melinda Mechur – Community College Review, 2013
Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment, as well as student and institutional characteristics, has positive associations with shorter-term student outcomes, including earning any college credits within the first year and…
Descriptors: College Credits, Outcomes of Education, Community Colleges, Institutional Characteristics
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Dobbie, Will; Fryer, Roland G., Jr. – National Bureau of Economic Research, 2009
Harlem Children's Zone (HCZ), which combines community investments with reform minded charter schools, is one of the most ambitious social experiments to alleviate poverty of our time. We provide the first empirical test of the causal impact of HCZ on educational outcomes, with an eye toward informing the long-standing debate whether schools alone…
Descriptors: Charter Schools, Educational Objectives, Achievement Gains, Outcomes of Education
Sullivan, Colleen Janette – ProQuest LLC, 2010
First-year students experience academic, social, and emotional adjustments as they transition to college. First-year experience courses support students in this transitional phase by helping them integrate into the campus environment and by teaching them college-appropriate learning strategies. This study explored the role that participation in a…
Descriptors: College Freshmen, Seminars, Grade Point Average, Self Efficacy
Peer reviewedFuchs, Lynn S.; And Others – Exceptional Children, 1989
Thirty special education teachers were assigned to a dynamic-goal or static-goal curriculum-based measurement group, or a control group. Results with their 60 mildly/moderately handicapped students showed that dynamic goal teachers increased goals more frequently and employed more ambitious goals, and their students had better content mastery than…
Descriptors: Behavioral Objectives, Disabilities, Elementary Secondary Education, Evaluation Methods
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle; Dutka, Suzanne – American Educational Research Journal, 1997
The effects of a task-focused goals (TFG) treatment in mathematics were studied with low-achieving students with or without learning disabilities. Results with 40 elementary classrooms showed that TFG students enjoyed the approach, but that increased effort was associated with greater learning only for those without learning disabilities. (SLD)
Descriptors: Educational Objectives, Intermediate Grades, Learning Disabilities, Low Achievement
Fuchs, Lynn S.; And Others – 1988
The study assessed the effects of alternative goal structures within curriculum based assessment (CBA) in the area of math. Subjects were 30 elementary level special education teachers, assigned randomly to a dynamic goal CBA, static goal CBA, or control group for 15 weeks. Two pupils in each class were identified to evaluate the effects of the…
Descriptors: Diagnostic Teaching, Disabilities, Elementary Education, Goal Orientation
Peer reviewedWesson, Caren L. – Exceptional Children, 1991
The study, with 55 mildly and moderately disabled elementary students, investigated the effectiveness of teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) system and of individual expert versus group follow-up consultation. Groups employing CBM and group consultation generally out performed the other…
Descriptors: Consultants, Consultation Programs, Curriculum Development, Diagnostic Teaching
Peer reviewedSchunk, Dale H.; Swartz, Carl W. – Contemporary Educational Psychology, 1993
Two experiments involving 60 fifth graders and 40 fourth graders investigated how goal setting and progress feedback affect self-efficacy and writing achievement. The process goal with progress feedback had the greatest impact on achievement outcomes. Self-efficacy was highly predictive of writing skill and strategy use. (SLD)
Descriptors: Elementary School Students, Feedback, Grade 4, Grade 5
Peer reviewedHoff, Michael P.; And Others – Journal of the Freshman Year Experience & Students in Transition, 1996
Analysis of data from 5 years shows that students enrolled in the Dalton Junior College (Georgia) first-year seminar, although similar to a comparison group in age, sex, standardized entrance test scores, degree objectives, and group grade point average, attempted more course hours, showed a higher retention rate, completed more hours, and had a…
Descriptors: Academic Achievement, Academic Persistence, Age, College Entrance Examinations
Dale, Paul M. – 1995
This study assessed the impact of the HORIZONS Student Support Program on participating college freshmen at Purdue University (Indiana). HORIZONS is a federally funded program designed to increase retention of first generation, low income, or physically disabled students. The cornerstone of the project and the vehicle through which most services…
Descriptors: Academic Persistence, Affective Objectives, College Freshmen, Disabilities
