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Henry, Denfield L.; Nistor, Nicolae; Baltes, Beate – Journal of Educational Research and Practice, 2016
Multiple studies propose that English proficiency dictates English language learners' (ELLs) performances on mathematics assessments. The current study investigates the predictive power of English proficiency on mathematics scores, while controlling for gender, socioeconomic status (SES), and grade level among ELLs at a south Florida elementary…
Descriptors: English Language Learners, Language Proficiency, Elementary School Students, Scores
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Mitchell, Ingrid; Nistor, Nicolae; Baltes, Beate; Brown, Michelle – Journal of Educational Research and Practice, 2016
Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework…
Descriptors: Test Preparation, Vocabulary, Low Income Students, Middle School Students
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Ross, Peter; Randolph, Justus – Journal of Educational Research and Practice, 2016
Distraction is a typical component of any classroom environment. For effective instruction and learning to take place, it is critical for students to eventually return to task and maintain task vigilance (i.e., returning to the task at hand) when a distraction occurs. Students with attention deficit hyperactivity disorder (ADHD), by definition,…
Descriptors: Attention Deficit Hyperactivity Disorder, Comparative Analysis, Classroom Environment, Correlation
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Rollison, Julia M.; Ludlow, Larry H.; Wallingford, Todd – Journal of Educational Research and Practice, 2012
The purpose of this study was to determine the impact of a Teaching American History professional development program on content knowledge and confidence and anxiety associated with teaching economic literacy. Two content assessments and a confidence and anxiety instrument were administered to teachers prior to and immediately following a 2-week…
Descriptors: Pedagogical Content Knowledge, Anxiety, Professional Development, History Instruction