Literaturnachweis - Detailanzeige
| Autor/in | Solomon, Benjamin G. |
|---|---|
| Titel | Project ENGAGE: Effectively Narrowing Gaps and Growing Engagement--2017-2022 Final Evaluation |
| Quelle | (2023), (64 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Elementary School Students; Rural Schools; Positive Behavior Supports; Computer Assisted Instruction; At Risk Students; Literacy; Program Effectiveness; Reading Achievement; Program Implementation; Outcomes of Education; Oklahoma |
| Abstract | Project ENGAGE was an Education Innovation and Research federal grant awarded to the Osage County Interlocal Cooperative in October of 2017. This study addressed the effect of a combination of literacy and behavioral supports on the academic outcomes of elementary students in rural public schools. The five-year multi-element study included a one-year pilot (phase 1) and a three-year experimental phase with progressive scale-up (phase 2). The pilot was a randomized control trial of two computer adaptive literacy intervention (CAI) for 1st-4th grade students identified as at-risk in literacy. The experimental phase was a multi-year quasi-experimental study of the effect of the superior computer adaptive intervention from phase 1 integrated with PBIS on student outcomes across rural elementary schools. The primary outcome of Phase 2 was Oklahoma state test scores. Results from the pilot suggest that Lexia was the more efficient intervention, and performed about as well as the school's available tier 2 intervention. The results from phase 2 were inconclusive, with results of the multi-pillar supports varying by grade level; from a moderate negative effect to no detectable effect (year 5). Results were likely affected by the onset of COVID, which occurred in the third year of the study. Implications of this study include the need for additional research in CAI, and design considerations moving forward. The pilot study also provides insight on the comparative performance between two CAIs, and their effectiveness relative to traditional small-group intervention. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
