Active Student Responding

This document contains 13 articles concerned with the best practices in the supervision of school psychological services. 

Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

Active responding (in the form of response cards) was employed during a math lecture in a third-grade classroom to evaluate its effect on disruptive behavior.

Classwide Peer Tutoring is a powerful instructional procedure that actively engages all students in a classroom and that promotes mastery, accuracy, and fluency in content learning for students with and without disabilities. The purpose of this article is to discuss Classwide Peer Tutoring as an effective instructional procedure.

We evaluated the effectiveness of full-session differential reinforcement of low rates of behavior (DRL) on 3 primary school children's rates of requesting attention from their teacher. Using baseline rates of responding and teacher recommendations, we set a DRL schedule that was substantially lower than baseline yet still allowed the children access to teacher assistance.

In the present educational context, active methodologies and new technologies are aspects that should be included when teaching and learning a subject area. For the education to be successful, classroom management must be considered, since problems may arise and handicap this process.

This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.

This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.

Key points of analysis and recommendations for RTI technical adequacy standards are addressed, and a case study is used to illustrate technical checks. The authors conclude with a discussion of how RTI technical adequacy may be simplified.

This book delivers teaching practice highlights and some strategies introduced in schools to give educators, evaluators, and researchers comprehensive evidence found on the best instructional strategies schools could use to improve student outcomes significantly.

This paper is a research review which explores factors that can be controlled or influenced by teachers and that are known to affect student behavior, attitudes, and achievement. Pre-instructional factors include decisions about content, time allocation, pacing, grouping, and activity structures. 

This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the oneon-one coaching of teachers as a lever for improving student literacy learning.

This paper discuss ClasWide Peer Tutoring as an effective strategy for Student with Emotional and Behavioral Disorder

In this study, the note-taking skills of middle school students with LD were compared to peers with average and high achievement. The results indicate differences in the number and type of notes recorded between students with LD and their peers and differences in test performance of lecture content.

This 2019 study attempts to increase our knowledge base by examining the power of different forms of feedback as a means to increase the impact of teacher delivered feedback. The paper aims to investigate student perceptions of feedback through designing a student feedback perception questionnaire (SFPQ) based on a conceptual model of feedback.

This book provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. 

This study examines the effect of using preprinted response cards on academic responding, opportunities to respond, and correct academic responses of students with mild intellectual disability.

This chapter provides insights to the questions posed regarding implementation and ongoing practice of RTI, both at the state and local levels.

The first section of this essay provides examples from reading and mathematics curricula that show experts dispensing unproven methods and flitting from one fad to another. The middle section describes how experts, for ideological reasons, have shunned some solutions that do display robust evidence of efficacy. The following sections show how public impatience has forced other professions to "grow up" and accept accountability and scientific evidence. The paper concludes with a plea to develop education into a mature profession.

This article discusses culturally responsive classrooms for Culturally and linguistically diverse (CLD) students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda

This review of the literature examines the impact of performance feedback on two evidence-based classroom management strategies: praise and opportunities to respond (OTRs).

A meta-analysis of the distributed practice effect was performed to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles.

The author argues that there is a body of evidence that shows quite clearly how to teach so that students will learn far more than they are learning today. This reader-friendly volume provides evidence-based principles of effective teaching.

The oral reading of 65 first-graders experiencing difficulties in beginning reading was observed during primary reading instructional time. Findings indicate most instruction for struggling readers was not aligned with recent research on preventing reading difficulties, and even struggling readers receiving reading instruction aligned with best practices are making minimal progress. 

This chapter provides an integrative approach to measurement as it is likely to be applied to assessment and evaluation within an RTI framework

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. 

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as ‘‘tootling’’ in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom.

This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms

This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes. 

Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures.

This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction. 

This study sought to investigate the impact of a supplemental program’s script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises.

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice.

The purpose of this article is to describe what RTI is and what is not. This article also considers the evidence base for RTI and discusses the implications for practitioners. 

The articles in this special issue suggest that a focus upon specific educational practices has far mor e potential for advancing the field o f special (and general) education than an emphasis upon philosophies, metatheories, theories, or psychological schools that we will refer to as ideologies.

This meta-analysis reviews 63 studies on the relationship between conditions of massed practice and spaced practice with respect to task performance, which yields an overall mean weighted effect size of 0.46.

The language of life as well as of science in attributing a memory to the mind attempts to point out the facts and their interpretation 

A Learner Response System (LRS) is a classroom feedback tool that is becoming increasing popular. LRS is the practice of teachers and pupils using electronic handheld devices to provide immediate feedback during lessons. Given that feedback has been found to be a powerful tool in learning, it is not surprising that LRS are being adopted. The important question remains, do LRS increase student performance. This study tests a Learner Response System using Promethean handsets to assess whether it improves student outcomes. The study found no evidence that math and reading were improved using the system for 2 years.

Patterned after family meetings in her own home, teacher Donna Styles established a format for class meetings that enabled her students to share their thoughts and solve classroom issues on their own.

Active learning instructional strategies can be created and used to engage students in (a) thinking critically or creatively, (b) speaking with a partner, in a small group, or with the entire class, (c) expressing ideas through writing, (d) exploring personal attitudes and values, (e) giving and receiving feedback, and (f) reflecting upon the learning process

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

Cover, copy, compare (CCC) has been used with success to improve spelling skills. This study adds to existing research by completing an analysis of the rewriting component of the intervention. The impact of varying the number of times a subject copied a word following an error was examined with four elementary age students.

The purpose of this study was to examine the effectiveness of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on‐task behaviour. However, observations conducted during a follow‐up phase revealed reductions in the use of praise by the teachers and in some levels of on‐task behaviour.

This evidence on effective literacy teaching, which includes small group instruction, differentiation, and a response to intervention, presents a challenge for many teachers and schools.

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

In the current context, barriers to student attendance and engagement have only increased. Schools and districts are encouraged to emphasize a supportive multi-tiered model for supporting student and staff engagement and attendance rather than punitive attendance or truancy policies.

This meta-analysis examined the impact of lecturing as compared to active methods of instruction on learning and course performance. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies).

The authors describe both types of RTI, review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with LD.

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

This commentary offers such a framework and then they consider how the articles constituting this special issue address the various questions posed in the framework. 

To implement RTI for prevention and identification, schools must make decisions about six components that constitute the process. The authors recommendation is that schools employ three tiers, with only one tier separating general and special education.

This chapter describes some of the critical conceptual issues related to intervention implementation, and provides a selected review of the research regarding the assessment and assurance of intervention implementation.

A report entitled A Nation at Risk was published based on information distilled from commissioned research papers and public hearings. The report contains summaries of the papers and hearings; a list of findings in content, expectations, time, and teaching; a set of recommendations; and aspects of implementation related to con

Using the teacher‐centered systemic reform model as a framework, the authors explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. 

This paper provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic.

The purpose of this study was to evaluate the effects of three active responding techniques (i.e., hand raising, choral responding, the response card) on student participation and ontask behavior in preschool children with attending problems. 

The purpose of this study was to evaluate the effects of three active responding techniques (i.e., hand raising, choral responding, the response card) on student participation and ontask behavior in preschool children with attending problems. 

This paper confirms the predominance of lecture and adds to the existing literature by asking why principles instructors have selected their particular teaching methods.

A brief perspective is offered on the development and validation of one enabler—engagement in academic responding—and recent findings are provided of an effort to bridge the gap between research and practice by employing this knowledge in Title 1 elementary schools to improve instruction.

A brief perspective is offered on the development and validation of one enabler—engagement in academic responding—and recent findings are provided of an effort to bridge the gap between research and practice by employing this knowledge in Title 1 elementary schools to improve instruction.

Response to intervention is defined and described along with methods and procedures for quantifying whether or not a student shows an adequate or inadequate response to an evidence-based intervention implemented with integrity. 

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.

The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished. 

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

This study employs an alternating treatments design to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems.

The purpose of this article is to examine research on the effectiveness of guided notes. Results indicate that using guided notes has a positive effective on student outcomes, as this practice has been shown to improve accuracy of note taking and student test scores.

This article aimed to review the literature and examine and compare the effects of choral and individual responding. Results indicate a generally positive relationship between using choral responding versus individual responding on student variables such as active student responding, on-task behavior, and correct responses.

This article aimed to review the literature and examine and compare the effects of choral and individual responding. Results indicate a generally positive relationship between using choral responding versus individual responding on student variables such as active student responding, on-task behavior, and correct responses.

ASR [active student response] can be defined as an observable response made to an instructional antecedent / [compare ASR] to other measures of instructional time and student engagement / 3 benefits of increasing the frequency of ASR during instruction are discussed.

ASR [active student response] can be defined as an observable response made to an instructional antecedent / [compare ASR] to other measures of instructional time and student engagement / 3 benefits of increasing the frequency of ASR during instruction are discussed.

This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices.

This paper briefly discuss some pros and con of lecturing as a teaching method, describe how a strategy called "guided notes" can make lecturing more effective, and offer some specific suggestions for developing and using guided notes.

This book for teachers in the area of Special Education looks at highly effective, research-based practices described in a very step-by-step, applied manner.

There are numerous practical strategies for increasing active student response during group instruction. One of these strategies, Choral Responding, is the subject of this article. 

This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations. 

An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction.

The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students.

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

The purpose of the present study was to assess the effects of active supervision on the hallway behavior (i.e., tardies) of students in a rural high school using a multiple baseline across instructional periods

This book provides research as well as case studies of successful professional development strategies and practices for educators.

This essay describes the principles of Direct Instruction design and delivery used to establish clear, unambiguous communication and maximize student responding. Direct Instruction research findings are summarized: achievement of low-income students in Follow Through, longitudinal results, and the effectiveness of Direct Instruction for students with handicaps.

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

The purpose of this article is to provide teachers with several suggestions for creating and using guided notes to enhance other effective teaching methods, support students’ studying, and promote higher order thinking.

Think-Pair-Share (TPS) is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a classwide discussion. This study investigate the quantity and quality of student engagement in a large CS1 class during the implementation of TPS activities.

This chapter provides an overview of some of the conceptual and foundation features of RTI.

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.

This paper provides a review of the theoretical discussions and practical studies relating to fluency instruction and reading development.

A meta‐analysis of the relationship between science instruction and student engagement was performed. The 16 studies represented a total of 4518 students and 376 teachers from the United States and Australia.

The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms.

A study of 27 promising programs reveals 8 common reasons that educational innovations fail, including disenchanted practitioners; departure of innovation supporters; lack of personnel training; disappearing funding; inadequate supervision; and lack of accountability, administrative support, and termination consequences. Innovations succeed by avoiding overload, complementing school mission, and securing board approval

Headsprout Early Reading™ is a new engaging, Internet-based reading program that effectively teaches the essential skills and strategies required for rapid reading success.

Headsprout Reading Basics is a highly effective, balanced, and phonics-based reading program that teaches the skills and strategies necessary to sound out as well as read words. Phonemic awareness instruction is integrated throughout many of the Headsprout Reading Basics' teaching routines.

The overall effects of cues, participation, and corrective feedback on classroom learning are estimated. The constancy of effects of these instructional qualities were explored across characteristics of students, and educational and contextual conditions. The results confirm the Dollard-Miller-Carroll-Bloom theory that has evolved during the past four decades. 

This meta-analysis research cover all major domains in which deliberate practice has been investigated in search of empirical evidence. The authors conclude that deliberate practice is important, but not as important as has been argued.

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

Using an alternating treatments design, the authors compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class. 

This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted changing criterion design.

A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

This is a study of classroom management on student engagement and achievement.

Computer-based instruction (CBI) was used to teach 3 sets of 20 spelling words to two 6th graders in a multiple baseline design. The CBI presented a voice recording of each spelling word and prompted the students to type the word. If they spelled the word incorrectly, a training procedure was initiated that included prompt fading and systematic review practice.

The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied

The effects of a personalized system of instruction (PSI) with and without a same-day retake contingency on the spelling performance of 10 behaviorally disordered students were evaluated. The results indicate more spelling lessons were passed with 100% accuracy when the PSI program was in effect.

This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.

Should U.S. students be doing more math practice and drilling in their classrooms? That’s the suggestion from last week’s most emailed New York Times op-ed. The op-ed’s author argued that more practice and drilling could help narrow math achievement gaps. These gaps occur in the U.S. by the primary grades.

The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. 

The use of response cards during large-group social studies instruction was evaluated in a fourthgrade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design. 

The National Assessment of Educational Progress (NAEP) is a national assessment of what America's students know in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.

In this article, the author argue that classroom teaching is structured by ritualized routines supported by widely held myths about learning and ability that are acquired through our common experiences as students.

The school year and day length have varied over time and across localities depending on the particular needs of the community. Proponents argue that extending time will have learning and nonacademic benefits. Opponents suggest increased time is not guaranteed to lead to more effective instruction and suggest other costs. 

The partiality of the lecture format has been made visible by studies that compare it with a different style of instruction, called active learning. This approach provides increased structure, feedback and interaction, prompting students to become participants in constructing their own knowledge rather than passive recipients.

a written guide for Active Student Response Strategies.

Undergraduate statistics students vary widely in performance, and many are passive learners. Worksheets (problem sets) help students to be more active and to learn by doing. Working individually, however, students may require too much time to complete worksheets in class, when the instructor is available to help.

The effects of active participation on student learning of simple probability was investigated using 20 fifth-grade classes randomly assigned to level of treatment. t was concluded that active student participation exerts a positive influence on fifth-grade student achievement of relatively unique instructional material.

The terms cloze procedure and cohesion are associated with reading development. Specifically, doze applies to the testing and teaching of reading while cohesion applies to a description of how the way in which reading material is written can affect reading development. 

The authors extend Mangan's account of fringe consciousness by discussing their work on processing experiences. This research shows that variations in speed at different stages of perceptual processing can jointly contribute to subjective processing ease, supporting Mangan's notion that different mental processes condense into one subjective experience.

This brief is intended to inform state leaders and others in the field about the participating states’ efforts to strengthen the recruitment, preparation, support, and supervision of school leaders.

This chapter traces the origins of RTI as a community mental health prevention model and examine its emergence into service eligibility determination in special education. 

In an experimental assessment of a choral responding procedure for increasing children's response to teacher commands, decreased levels of off-task behavior, as well as increased levels of correct responding, resulted from the procedures for three handicapped preschool children during large group instruction.

This article discuss about automaticity theory and attempt to do 2 things: 1. describe automaticity theory and its practical applications; and 2. explain some of the new ideas about automaticity. 

Teacher-centered instruction implies a high degree of teacher direction and a focus of students on academic tasks. And it vividly contrasts with student-centered or constructivist approaches in establishing a leadership role for the teacher

This paper will describe a set of five measure-able indicators from three domains of evaluation that schools can use to obtain frequent feedback on the impact of their RTI system on reading instruction and achievement. 

The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.

This paper describes several procedures that have been shown to improve learning rates without increasing time allocated for instruction during both teacher-led instruction and independent seat-work. In the description of interventions, they emphasize the learning mechanisms that may be operating to improve student achievement.

Replication has taken on more importance recently because the ESSA evidence standards only require a single positive study. To meet the strong, moderate, or promising standards, programs must have at least one “well-designed and well-implemented” study using randomized (strong), matched (moderate), or correlational (promising) designs and finding significantly positive outcomes. 

A commentary on: Retrieval practice protects memory against acute stress

Several barriers can impede critical thinking instruction. However, actively engaging students in project-based or collaborative activities can encourage students’ critical thinking development if instructors model the thinking process, use effective questioning techniques, and guide students’ critical thinking processes.

The purpose of this study was to examine academic responding and its associated instructional correlates for students in title I and non Title I school program

This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.

This reviews looks at the issue, do longer school days and longer school years improve student achievement?

Active Student Responding (ASR) is a strategies that designed to engage all students regardless of class size. ASR avoids the common problem of having only high achievers answer questions while low achievers remain silent, thus escaping detection. ASR strategies include; guided notes, response slates, response cards, and choral responding.

This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among opportunities to respond (OTR), measures of classroom management, and student work products was analyzed across Title and non-Title schools. 

Four normal and four deviant children aged four-to-six years were taught to judge the quality of their academic work in a preschool classroom, and to prompt or cue their teachers to comment about the quality of that work.

A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided.

The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged.

The meta-analysis looks at the effect of enhanced instruction on motor skill acquisition of 4-5 yr old children and 4th-21th graders in Israel.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction

Student engagement is critical to academic success. High-Active Student Response (ASR) teaching techniques are an effective way to improve student engagement and are an important component of evidence-based practice. . This report provides techniques and strategies to enhance engagement through ASR. Key terms are appended.

This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design.

A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. 

This book offers a concise overview of the features of RTI, instruction for its implementation, and post-implementation guidelines for assessing whether a program has been effective.

The purpose of this study was to examine the effects of implementation of a systematic
response to intervention (RTI) model on the identification and evaluation of children for
special education. 

To examine a response to treatment model as a means for identifying students with reading/learning disabilities, 45 second-grade students at risk for reading problems were provided daily supplemental reading instruction and assessed after 10 weeks to determine if they met a prior criteria for exit.

This literature review examines the impact of various instructional methods

This is a meta-review and synthesis of the research on the variables related learning.

On the one hand, it seems obvious that practice is important. After all, "practice makes perfect." On the other hand, it seems just as obvious that practicing the same material again and again would be boring for students. How much practice is the right amount?

The cognitive principle that guides this article is: People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.

This report examines students’ sense of belonging and participation at school, two of the most important measures of student engagement.

This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students.

Small class size is often used as an indicator of quality in higher education, and some research suggests that instructors in smaller classes more often use activities that are learner-centered and that involve physical and mental activity on the part of learners, such as group work, simulations, and case studies. However, we have little information on how instructors change their pedagogical practice when they teach in large- versus small-class settings.

This study shows that gaps between opportunities to learn and students' appropriation of those opportunities are instructionally produced and socially distributed via mechanism that affect engagement and lead to alienation from instruction - the dissociation between students' physical presence in academic classes and their thoughts while in class. 

We tested the hypothesis that students in psychology of women classes would perform better on materials covered by multiple-choice exams when the first author presented these materials with active learning versus lecture, autonomous readings, and video presentations alone. Across 3 classes, we coded exam items according to how the instructor presented relevant materials and recorded classwide performance.