Relevant bibliographies by topics / Instructional interventions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Instructional interventions'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Instructional interventions"

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Michie, Joan S. "Instructional Interventions." Journal of Education for Students Placed at Risk (JESPAR) 8, no. 1 (2003): 61–86. http://dx.doi.org/10.1207/s15327671espr0801_4.

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Shanley, Lina, Mari Strand Cary, Jessica Turtura, Ben Clarke, Marah Sutherland, and Marissa Pilger. "Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students With Attention Difficulties." Journal of Special Education Technology 35, no. 3 (2019): 119–32. http://dx.doi.org/10.1177/0162643419852929.

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Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the c
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Thoma, Jennifer. "A Model of Professional Development on Phonics Instruction: A Case Study of One Midwestern District." Journal of Education 201, no. 1 (2020): 3–9. http://dx.doi.org/10.1177/0022057420903266.

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This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the follo
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Johnston, Lauren E., Sterett H. Mercer, and Rhonda Geres-Smith. "Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners." Canadian Journal of School Psychology 33, no. 1 (2016): 63–81. http://dx.doi.org/10.1177/0829573516658855.

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The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design with four ELL students in Grades 3 and 5. Results indicated that the two vocabulary instructional procedures, on average, did not affect reading comprehension. Despite no consistent overall effects, one student had better comprehension of passages use
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Vemareddy Hemalatha, Mahesh P A, Balaji Sathyanarayana Gupta, and Shilpa Palaksha. "Impact of different instructional interventions in training on inhalers amongst Asthma and COPD patients." International Journal of Research in Pharmaceutical Sciences 11, no. 2 (2020): 1754–61. http://dx.doi.org/10.26452/ijrps.v11i2.2079.

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The aim of this study is to assess the impact of different instructional interventions in training on inhalers amongst asthma and COPD patients. A randomized,prospective interventional study was conducted. Different instructional methods were prepared based on guidelines review and expert’s opinion. A total of 210 study participants were included and randomized to different interventions groups such as A. patient information leaflets B. video demonstration C. Direct pharmacist instruction. The inhaler use competency was measured at baseline and after intervention with checklist. Of the 210 sub
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Bryant, Diane Pedrotty, Marilyn Goodwin, Brian R. Bryant, and Kellie Higgins. "Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research." Learning Disability Quarterly 26, no. 2 (2003): 117–28. http://dx.doi.org/10.2307/1593594.

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This article reviews research on vocabulary interventions involving students with learning disabilities. The purpose of the review was to summarize the findings of vocabulary intervention research and to present implications for vocabulary instruction. The studies were analyzed based on the following intervention research variables: word selection procedure, materials, instructional design and procedures, duration of the intervention, mastery criterion, measures of vocabulary learning (word knowledge level and reading comprehension), maintenance, and generalization (reading comprehension). Bas
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Jeltova, Ida, Damian Birney, Nancy Fredine, Linda Jarvin, Robert J. Sternberg, and Elena L. Grigorenko. "Making Instruction and Assessment Responsive to Diverse Students’ Progress: Group-Administered Dynamic Assessment in Teaching Mathematics." Journal of Learning Disabilities 44, no. 4 (2011): 381–95. http://dx.doi.org/10.1177/0022219411407868.

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This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest—intervention—posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in differe
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Murphy Odo, Dennis. "A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2." SAGE Open 11, no. 4 (2021): 215824402110591. http://dx.doi.org/10.1177/21582440211059168.

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Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies containing 3,841 participants in total. Effect sizes were recorded for the effect of various PA and/or phonics instructional interventions on word and pseudo word reading. Results demonstrated that L2 PA and phonics instruction has a moderate effect on L2 w
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Xu, Xiaoying, Jennifer E. Lewis, Jennifer Loertscher, Vicky Minderhout, and Heather L. Tienson. "Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses." CBE—Life Sciences Education 16, no. 1 (2017): ar7. http://dx.doi.org/10.1187/cbe.16-06-0191.

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Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment bioc
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Marita, Samantha, and Casey Hord. "Review of Mathematics Interventions for Secondary Students With Learning Disabilities." Learning Disability Quarterly 40, no. 1 (2016): 29–40. http://dx.doi.org/10.1177/0731948716657495.

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Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12 articles reviewed contain various instructional focuses, including systematic instructions, problem-based instruction, and visual representation. This review includes discussion of the interventions used, including the success of interventions used f
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Dissertations / Theses on the topic "Instructional interventions"

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Bello, Aderonke. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1159.

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Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 ex
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Warren, Justin D. "Teachers' Perceptions of Positive Behavior Interventions and Supports." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13424637.

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<p> Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students&rsquo; learning as well as teachers&rsquo; instructional time. In contrast to traditional disciplinary practices, this study explored teachers&rsquo; perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective be
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Macleod, Cathy Lynne. "The effects of individualizing instructional interventions for fourth-grade struggling parents." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11124.

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Thesis (Ed.D.)--Boston University<br>The study examined the efficacy of individualizing instructional interventions for fourth grade struggling readers. The lowest performing students were selected and individual pre-test measures were obtained using the Reading Fluency Indicator, the Test of Word Reading Efficiency, and subtests ofthe Woodcock-Johnson III. Eligible students were placed in one of two conditions; Learning Profile Intervention (LPI) or Reading Level Intervention (RLI). In addition to classroom instruction, students in both groups received 30 minutes of daily, small-group, pull-o
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Edwards, Peta S. "The impact of instructional interventions on students' learning approaches, attitudes, and achievement." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2166.

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Many interacting factors need to be considered when contemplating the optimum conditions for the creation of a learning environment that is compatible with the aims of tertiary teaching and learning. In the current economic climate, the costs of creating learning environments that foster these aims is also a major consideration. Further, in this era of rapid technological development and change, there are increasing numbers of students of divergent age, experience and ability entering the tertiary sector. Teachers at this level are therefore faced with real problems in providing students with
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Edwards, Peta S. "The impact of instructional interventions on students' learning approaches, attitudes, and achievement." Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11980.

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Many interacting factors need to be considered when contemplating the optimum conditions for the creation of a learning environment that is compatible with the aims of tertiary teaching and learning. In the current economic climate, the costs of creating learning environments that foster these aims is also a major consideration. Further, in this era of rapid technological development and change, there are increasing numbers of students of divergent age, experience and ability entering the tertiary sector. Teachers at this level are therefore faced with real problems in providing students with
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Stroud, Mary W. "A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427899496.

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Sreckovic, Vladimir. "Ability Grouping Interventions and Math Performance Among Inner-City School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1466.

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In the city selected for this study, only 29% of inner-city students scored proficiently on standardized tests, whereas 71% of their peers at nearby suburban and affluent schools achieved the proficiency level. To address the gap, the local district implemented ability grouping in one charter school. The purpose of this ex post facto quasi-experimental study was to examine the effect of ability grouping among inner-city students in mathematics as an instructional intervention for improving student achievement. Ability grouping theory as an instructional strategy was used as the theoretical fra
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Griffin, Crystal Simone. "A comparison of the effectiveness and efficiency of traditional phonics - distributed practice, traditional phonics - massed practice, and incremental rehearsal on kindergarten students' letter-sound correspondence performance." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1237210291.

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Burke, Mack D. "An examination of function-based instructional and antecedent interventions for elementary students with escape-maintained problem behaviors /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

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Thesis (Ph. D.)--University of Oregon, 2001.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.
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Bello, Aderonke Abosede. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/113.

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Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 ex
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Books on the topic "Instructional interventions"

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1944-, Hallahan Daniel P., and National Education Association of the United States., eds. Learning disabilities: Issues and instructional interventions. NEA Professional Library, National Education Associaton, 1987.

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Corwin Press, 2010.

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Corwin, 2010.

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RTI for diverse learners: More than 200 instructional interventions. Corwin, 2010.

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Corwin, 2010.

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Response to instructional strategies and interventions: Scenarios for K-12 educators. Lead + Learn Press, 2012.

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Response to intervention for teachers: Classroom instructional problem solving. Love Pub. Co., 2008.

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Mariah, Snyder, ed. Independent nursing interventions. Wiley, 1985.

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author, Hall-Kenyon Kendra, and Black, Sharon (Sharon J.), author, eds. Systematic and engaging early literacy: Instruction and intervention. Plural Publishing, Inc., 2013.

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Chris, Riley-Tillman T., and Sugai George M. 1951-, eds. School-based behavioral assessment: Informing intervention and instruction. Guilford Press, 2007.

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Book chapters on the topic "Instructional interventions"

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Sottilare, Robert A. "AIS Challenges in Evaluating the Selection of Learner Interventions." In Adaptive Instructional Systems. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05887-5_8.

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Lin, Chen, and Min Chi. "Intervention-BKT: Incorporating Instructional Interventions into Bayesian Knowledge Tracing." In Intelligent Tutoring Systems. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8_20.

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Carroll, Meredith, Summer Lindsey, and Maria Chaparro. "Integrating Engagement Inducing Interventions into Traditional, Virtual and Embedded Learning Environments." In Adaptive Instructional Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_22.

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Lee, Will, Danielle Allessio, William Rebelsky, et al. "Measurements and Interventions to Improve Student Engagement Through Facial Expression Recognition." In Adaptive Instructional Systems. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05887-5_20.

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Rahill, Stephanie A., and Lauren T. Kaiser. "Providing Services in Academic Interventions and Instructional Supports." In Case Studies in School Psychology. Routledge, 2021. http://dx.doi.org/10.4324/9781003123828-4.

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Boutot, E. Amanda, Kylan Turner, and Samuel A. DiGangi. "Behavioral Interventions for Students With Intellectual Disability." In Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability. SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506369785.n9.

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Zivcakova, Lucia, and Eileen Wood. "Examining Instructional Interventions: Encouraging Academic Integrity Through Active Learning Approaches." In Exploring Learning & Teaching in Higher Education. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55352-3_8.

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Chapman, Christopher, Alison Drever, Maureen McBride, Craig Orr, and Sarah Weakley. "Leading Place-Based Interventions to Improve Outcomes in Low Socio-economic Settings." In Instructional Leadership and Leadership for Learning in Schools. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23736-3_15.

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Mason, Lucia, Angelica Moè, Maria Caterina Tornatora, and Angelica Ronconi. "Promoting Web-Source Evaluation and Comprehension of Conflicting Online Documents: Effects of Classroom Interventions." In Psychology, Learning, Technology. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_1.

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AbstractThis study examines the effectiveness of two short-term instructional interventions on the evaluation of digital sources in the classroom context. One hundred sixty-one 8th graders were involved in one of three conditions: an intervention based on providing declarative knowledge (DK) on source evaluation, an intervention based on providing contrasting cases (CC) of source evaluation strategies, and a control condition (C) with no intervention. Students in both intervention conditions carried out a series of activities in two lessons. Prior topic knowledge and interest, reading comprehension, working memory, and perceived competence in online information search and evaluation were used as control variables to ensure the equivalence of participants across conditions. In all conditions, participants were asked to read four documents on the debated issue of the potential health risks associated with the use of the mobile phone and, after reading, to rank-order them for reliability, providing justifications for their rank-ordering, and to write a short essay to judge those health risks, based on the texts read. The findings indicate that both interventions were effective, to some extent, in promoting the use of source characteristics in reliability judgments, as revealed by the justifications provided by the students for motivating their rank-ordering of the read documents. Both interventions were also effective in supporting multiple-text comprehension as revealed by the students’ argumentation in short essays.
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Zivcakova, Lucia, Eileen Wood, Karin Archer, Domenica De Pasquale, and Amanda Nosko. "Erratum to: Examining Instructional Interventions: Encouraging Academic Integrity Through Active Learning Approaches." In Exploring Learning & Teaching in Higher Education. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-55352-3_19.

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Conference papers on the topic "Instructional interventions"

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Corbett, Albert, and Holly Trask. "Instructional interventions in computer-based tutoring." In the SIGCHI conference. ACM Press, 2000. http://dx.doi.org/10.1145/332040.332412.

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Mingzhang Zuo, Ling yun Yi, and Shu mei Gong. "Integrating technology to improve instructional interventions." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417847.

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Lin, Chen, Shitian Shen, and Min Chi. "Incorporating Student Response Time and Tutor Instructional Interventions into Student Modeling." In UMAP '16: User Modeling, Adaptation and Personalization Conference. ACM, 2016. http://dx.doi.org/10.1145/2930238.2930291.

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"Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4197.

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Aim/Purpose: This paper describes foundational principles of universal instructional design (UID), which is also known as universal design for learning, that support accessibility and inclusivity for a diverse population of students and discusses how these design principles and instructional strategies are being implemented in courses we instruct. Background: The goal of any instructor should be to ensure all students have their learning needs met. Unfortunately, this is complex. Each student is unique and can have individual learning needs and preferences. Consequently, it would likely be imp
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Sproesser, Ute, Joachim Engel, and Sebastian Kuntze. "Raising self-concept and interest for statistics through activity- based instruction." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15302.

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Instructional methods involving students in activities have been recognized to be a pedagogically highly valuable approach to teaching statistical concepts. This approach is rooted in concepts of modern pedagogy emphasizing student’s activities in problem solving situations. We report about an intervention study to provide empirical evidence to the claimed motivational benefits of learner centered activities as a method to teach statistical concepts. Motivational variables such as self- concept and specific interest in statistics were measured before and after activity-based interventions exte
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Vivian, Brenda, and Lianne Malan. "DISCIPLINE EMBEDDED ACADEMIC LITERACY INTERVENTIONS: EVALUATING AN INSTRUCTIONAL SCAFFOLDING AND TECHNOLOGY ENHANCED APPROACH." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1034.

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Cunha, Vera Lúcia Orlandi, and Simone Aparecida Capellini. "APPLICATION IN THE EDUCATIONAL CONTEXT OF INFORMATIVE AND INSTRUCTIONAL INTERVENTION PROGRAMS FOR THE READING COMPREHENSION OF SCHOOLCHILDREN FROM THE 3RD TO THE 5TH OF ELEMENTARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end050.

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"Schoolchildren who have reading comprehension difficulties are out of step with their class group. This lag tends to increase over time, as curricular contents increase in quantity and complexity with the passage of school grades. Therefore, it is necessary that these difficulties are remedied so that these schoolchildren can develop academically. This study aimed to compare the performance of schoolchildren from the 3rd to the 5th of Elementary School in the application of two intervention programs in reading comprehension, one informative and the other instructional. A total of 211 schoolch
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Canada, Daniel. "Variability in a sampling context: enhancing elementary preservice teachers’ conceptions." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08408.

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While recent and ongoing research has begun to reveal ways that precollege students think about variation, more research has been needed to understand the conceptions of variation held by elementary preservice teachers and also how to shape the university courses where those preservice teachers learn. This paper, sharing an excerpt from an exploratory study aimed at preservice teachers, describes changes in class responses to a sampling task where variation is a key component. Overall, going from before to after a series of instructional interventions, responses reflected a more appropriate se
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Zlatkin, Audrey, Costas Koufogazos, and Gwen Campbell. "Behavior-based performance optimization in military training environments." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002420.

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The quality of instruction Warfighters receive can substantially influence mission readiness. As such, it is important that military instructors develop and maintain instructional competencies to adequately promote relevant knowledge and skills among trainees. However, unlike K-12 educators, active-duty military instructors are not often provided opportunities for formal instructional training; that is, training on how to teach (Malone, Vogel-Walcutt, Ross, &amp; Phillips, 2014). While their content, domain knowledge, and leadership skills are strong, military instructors lack “expert instruct
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Graham, Marien Alet. "RELATIONSHIP BETWEEN SCHOOL CLIMATE AND SOUTH AFRICAN GRADE 9 LEARNER ACHIEVEMENT IN MATHEMATICS AND SCIENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end042.

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"School climate has become a staple of organisational-educational research and is considered here in relation to learner academic achievement. In South Africa, poor learner achievement in mathematics and science has occupied the centre stage with the release of the Trends in International Mathematics and Science Studies (TIMSS) 2019 results. At Grade 9 level, 39 countries participated, and South Africa was very last and second from the last in science and mathematics achievement, respectively. We used a quantitative design with a positivist philosophical stance. Maslow’s hierarchy of needs was
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Reports on the topic "Instructional interventions"

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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructiona
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Sitabkhan, Yasmin, and Linda M. Platas. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0055.1807.

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This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the rev
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Rada, Gabriel. What are the effects of interventions to improve adherence to medication? SUPPORT, 2016. http://dx.doi.org/10.30846/1608084.

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The potential benefits of effective medications may not always be achieved if patients do not take them as prescribed. Adherence is defined as the extent to which a patient follows the instructions given for a prescribed treatment. Many adherence interventions are intended to assist patients with completing this task.
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Rada, Gabriel. What are the effects of behavioral interventions to improve adherence to antiretroviral therapy? SUPPORT, 2017. http://dx.doi.org/10.30846/170206.

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Adherence can be defined as the extent to which patients follow the instructions they are given for prescribed treatments. Highly active antiretroviral therapy (HAART) has demonstrated remarkable success in reducing morbidity, mortality, and healthcare costs for HIV-positive people. The lifesaving benefits of HAART are not achieved if patients do not take them as prescribed. Behavioral interventions are intended to assist patients with this task.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the inter
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Schoen, Robert C., Wendy S. Bray, Amanda M. Tazaz, and Charity K. Buntin. A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020. Florida State University Libraries, 2022. http://dx.doi.org/10.33009/fsu.1643828800.

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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associate
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Angrist, Noam, and Rachael Meager. The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial. Centre for Excellence and Development Impact and Learning (CEDIL), 2022. http://dx.doi.org/10.51744/cswp4.

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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet the reported impacts of this approach vary, from 0.07 to 0.78 standard deviations (SDs) across contexts. We study this variation and the contextual factors associated with it by combining an evidence aggregation covering 10 study arms with a new randomised trial. The results show that two factors explain most of the heterogeneity in reported effects: the degree of implementation (intention-to-treat or treatment-on-the-treated effects) and the instruction delivery model (teachers
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These
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Kaffenberger, Michelle, Jason Silberstein, and Marla Spivack. Evaluating Systems: Three Approaches for Analyzing Education Systems and Informing Action. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/093.

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While conventional interventions and evaluations address the symptoms of the learning crisis, there is growing acknowledgement that widespread and sustained learning improvements will require systems approaches that diagnose and address the root causes of low learning. This paper presents and applies three methods to evaluate education systems and inform how to improve system coherence for learning. First, we use learning trajectories to evaluate the dynamics of children’s learning in 22 low- and middle-income countries. Second, we present a set of principles called the ALIGNS principles and s
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