Student Behavior Ratings and Response to Tier 1 Reading Intervention: Which Students Do Not Benefit? [0.03%]
学生行为评级与阅读一阶干预效果：哪些学生没有受益？
Wilhelmina van Dijk,Christopher Schatschneider,Stephanie Al Otaiba et al.
Wilhelmina van Dijk et al.
Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant a...
Using a Multi-Site RCT to Predict Impacts for a Single Site: Do Better Data and Methods Yield More Accurate Predictions? [0.03%]
使用多站点随机对照试验来预测单个站点的影响：更好的数据和方法能否产生更准确的预测？
Robert B Olsen,Larry L Orr,Stephen H Bell et al.
Robert B Olsen et al.
Multi-site randomized controlled trials (RCTs) provide unbiased estimates of the average impact in the study sample. However, their ability to accurately predict the impact for individual sites outside the study sample, to inform local poli...
Teacher Effects on Student Achievement and Height: A Cautionary Tale [0.03%]
教师对学生学业成绩和身高的影响——一个警示故事
Marianne Bitler,Sean Corcoran,Thurston Domina et al.
Marianne Bitler et al.
We apply "value-added" models to estimate the effects of teachers on an outcome they cannot plausibly affect: student height. When fitting commonly estimated models to New York City data, we find that the standard deviation of teacher effec...
Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions [0.03%]
减少大学新生在学术成就上的不平等：增长心态和归属感干预的随机试验
Michael Broda,John Yun,Barbara Schneider et al.
Michael Broda et al.
Light-touch social psychological interventions have gained considerable attention for their potential to improve academic outcomes for underrepresented and/or disadvantaged students in postsecondary education. While findings from previous i...
Consistency between Household and County Measures of Onsite Schooling during the COVID-19 Pandemic [0.03%]
新冠疫情下家庭和县级层面就地上学措施的协调性
Carly Lupton-Smith,Elena Badillo Goicoechea,Megan Collins et al.
Carly Lupton-Smith et al.
The academic, socioemotional, and health impacts of school policies throughout the COVID-19 pandemic have been a source of many questions that require accurate information about the extent of onsite schooling occurring. This article investi...
Design and Analytic Features for Reducing Biases in Skill-Building Intervention Impact Forecasts [0.03%]
用于降低技能培养干预影响预测偏差的设计和分析功能
Daniela Alvarez-Vargas,Sirui Wan,Lynn S Fuchs et al.
Daniela Alvarez-Vargas et al.
Despite policy relevance, longer-term evaluations of educational interventions are relatively rare. A common approach to this problem has been to rely on longitudinal research to determine targets for intervention by looking at the correlat...
Why Does a Growth Mindset Intervention Impact Achievement Differently across Secondary Schools? Unpacking the Causal Mediation Mechanism from a National Multisite Randomized Experiment [0.03%]
为何成长型心态干预在不同中学中对学业成就的影响不同？来自全国多站点随机实验的因果中介机制分析
Xu Qin,Stephanie Wormington,Alberto Guzman-Alvarez et al.
Xu Qin et al.
The growth mindset or the belief that intelligence is malleable has garnered significant attention for its positive association with academic success. Several recent randomized trials, including the National Study of Learning Mindsets (NSLM...
Replication and extension of a family-based training program to improve cognitive abilities in young children [0.03%]
一种改善幼儿认知能力的家庭培训项目的复制与拓展研究
Rachel R Romeo,Julia A Leonard,Ethan Scherer et al.
Rachel R Romeo et al.
Childhood socioeconomic status (SES) is associated with persistent academic achievement gaps, which necessitates evidence-based, scalable interventions to improve children's outcomes. The present study reports results from a replication and...
Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis [0.03%]
教师、学校与Pre-K效果的持续性：对支持环境假说的考察
Francis A Pearman nd,Matthew Springer,Mark Lipsey et al.
Francis A Pearman nd et al.
Distinctions without a difference? Preschool curricula and children's development [0.03%]
毫无区别的区别？学前教育课程和儿童的发展
Jade Marcus Jenkins,Anamarie Auger Whitaker,Tutrang Nguyen et al.
Jade Marcus Jenkins et al.