Lista de obras -

A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core

scientific article published on 06 April 2022

A Guide for Evaluating the Mathematics Programs Used by Special Education Teachers

A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention

artículo científico publicado en 2017

A Synthesis of Elementary Mathematics Interventions: Comparisons of Students With Mathematics Difficulty With and Without Comorbid Reading Difficulty

artículo científico publicado en 2019

A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities

A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research

artículo científico publicado en 2022

Adapting Evidence-Based Practices to Meet the Needs of English Learners With Mathematics Difficulties

An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes

Applying the Curriculum Research Framework in the Design and Development of a Technology-Based Tier 2 Mathematics Intervention

artículo científico publicado en 2018

Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention

artículo científico publicado en 2018

Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students With Mathematics Difficulties?: A Mediated Moderation Analysis

artículo científico publicado en 2018

Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories

artículo científico publicado en 2017

Effective Instructional Strategies for Kindergarten and First-Grade Students at Risk in Mathematics

Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis

artículo científico publicado en 2019

Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles

Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?

scientific article published on 21 June 2022

Examining Teachers’ Use of Evidence-Based Practices During Core Mathematics Instruction

artículo científico publicado en 2013

Examining the Association between Explicit Mathematics Instruction and Student Mathematics Achievement

artículo científico publicado en 2015

Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill

artículo científico publicado en 2020

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention

artículo científico publicado en 2014

Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention Within a Systematic Framework of Replication

scientific article published on 01 July 2018

Examining the Role of Domain‐General Skills in Mathematics Learning and Intervention Response in Kindergarten

artículo científico publicado en 2021

Explicit Instructional Interactions

artículo científico publicado en 2016

Explicit Mathematics Instruction

Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention

artículo científico publicado en 2018

Exploring the utility of assessing early mathematics intervention response via embedded assessment

scientific article published on 06 June 2019

Intensifying Instruction to Address Treatment Resistance to Early Mathematics Interventions

artículo científico publicado en 2021

Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

artículo científico publicado en 2014

Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction

scientific article published on 17 November 2020

Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

scientific article published on 12 November 2019

Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities

artículo científico publicado en 2020

Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners With Mathematics Difficulties

scientific article published on 13 January 2019

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

artículo científico publicado en 2017

Testing the Efficacy of a Tier 2 Mathematics Intervention

Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention

artículo científico publicado en 2016

The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics

artículo científico publicado en 2011

The Science Behind Curriculum Development and Evaluation

Using Direct Observation to Document "Practice-Based Evidence" of Evidence-Based Mathematics Instruction

scientific article published on 19 March 2020

Lista de obras de

A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core

A Guide for Evaluating the Mathematics Programs Used by Special Education Teachers

A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention

A Synthesis of Elementary Mathematics Interventions: Comparisons of Students With Mathematics Difficulty With and Without Comorbid Reading Difficulty

A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities

A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research

Adapting Evidence-Based Practices to Meet the Needs of English Learners With Mathematics Difficulties

An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes

Applying the Curriculum Research Framework in the Design and Development of a Technology-Based Tier 2 Mathematics Intervention

Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention

Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students With Mathematics Difficulties?: A Mediated Moderation Analysis

Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories

Effective Instructional Strategies for Kindergarten and First-Grade Students at Risk in Mathematics

Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis

Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles

Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?

Examining Teachers’ Use of Evidence-Based Practices During Core Mathematics Instruction

Examining the Association between Explicit Mathematics Instruction and Student Mathematics Achievement

Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention

Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention Within a Systematic Framework of Replication

Examining the Role of Domain‐General Skills in Mathematics Learning and Intervention Response in Kindergarten

Explicit Instructional Interactions

Explicit Mathematics Instruction

Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention

Exploring the utility of assessing early mathematics intervention response via embedded assessment

Intensifying Instruction to Address Treatment Resistance to Early Mathematics Interventions

Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction

Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities

Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners With Mathematics Difficulties

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

Testing the Efficacy of a Tier 2 Mathematics Intervention

Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention

The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics

The Science Behind Curriculum Development and Evaluation

Using Direct Observation to Document "Practice-Based Evidence" of Evidence-Based Mathematics Instruction

Using Explicit and Systematic Instruction Across Academic Domains

Using Explicit and Systematic Instruction to Support Working Memory