Sentences with phrase «grade in the intervention group»

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However, graded inequalities by maternal education emerged in the intervention group -LCB- relative risk [RR] = 1.12 [95 % confidence interval (CI): 1.04, 1.20] for partial university and RR = 1.20 [95 % CI: 1.11, 1.31] for secondary education or less vs complete university; risk difference [RD] = 0.06 [95 % CI: 0.03, 0.09] and 0.10 [95 % CI: 0.06, 0.14], respectively -RCB-.

Despite the intervention's brevity, the black children who received the affirmative assignment scored one fourth to one third of a grade point higher in that course than the black control group at the end of the term, and the difference showed up in other classes, too.

About 7 to 10 days before each class exam, students in the intervention group received a survey that asked them to write down the grade they wanted to get on the exam and rate how important it was to them to achieve that grade and how confident they were that they would meet this goal.

Of the approximately 4,000 who were identified as at risk for mental health problems and offered the ten - session group intervention during second grade, those who participated in a greater number of sessions showed significantly greater improvements in third - grade outcomes than did the at - risk students who participated in fewer sessions.

More prostate cancer tumors with a Gleason grade of 6 or lower were identified in the intervention group (n = 3263/189 386 [1.7 %]-RRB- than in the control group (n = 2440/219 439 [1.1 %]-RRB-(difference per 1000 men, 6.11 [95 % CI, 5.38 to 6.84]; P <.001).

We also use our extra academic hours to provide targeted one - on - one and small group intervention for our students with special needs who are significantly behind grade levels in reading, and we offer additional hours of ESL instruction to our beginning ELL students.

He has also led experimental studies of several widely used teacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading Intervention.

The Michigan bill is particularly puzzling because it actually mandates many of the alternative interventions identified as effective by practitioners and / or researchers, including regular diagnostic assessment of children in grades K - 3, «evidence - based» small group or 1 - on - 1 supplemental instruction for students in K - 3 failing to meet benchmarks, and intensive teacher professional development.

Kim has also led experimental studies of several widely used teacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading Intervention.

Woodlawn had small - group interventions in grades K - 3 which met for approximately 30 minutes a day.

Wheeler and Hilltop, K - 2 schools, had daily small - group interventions in each grade.

In a follow - up intervention study of first - grade teachers engaged in small - group instruction, Anderson, Evertson, and Brophy (1979) found that greater achievement was related to more time spent in reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon theIn a follow - up intervention study of first - grade teachers engaged in small - group instruction, Anderson, Evertson, and Brophy (1979) found that greater achievement was related to more time spent in reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon thein small - group instruction, Anderson, Evertson, and Brophy (1979) found that greater achievement was related to more time spent in reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon thein reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon them.

In the elementary schools, the 163 5th grade teachers, who taught all subjects to the same group of students each day, implemented the intervention with their homeroom students.

The state also requires birth to grade three programs to provide, «Opportunities to observe and practice in early childhood age groups (birth - age 2, ages 3 - 5, and Kindergarten - grade 3) and in all types of early education settings (school settings, child care centers and homes / early intervention services, community agency programs).»

Though most practitioners would argue that little harm is done to the student who receives an intervention that was not absolutely necessary, a recent meta - analysis of research on reading interventions for students in grades K — 3 indicates that moderate to large gains in reading achievement were achieved when teacher - to - student ratios were no more than 1:5, and most interventions used groupings of 1:1 or 1:3 (Scammacca, Vaughn, Roberts, Wanzek & Torgesen, 2007).

Dr. Elias's other books include Social Decision Making Skills: A Curriculum Guide for the Elementary Grades (Author), Problem Solving / Decision Making for Social and Academic Success: A School - Based Approach (National Education Association Professional Library), Building Social Problem Solving Skills: Guidelines from a School - Based Program (Jossey - Bass), Social Decision Making and Life Skills Development: Guidelines for Middle School Educators (Aspen), Promoting Student Success Through Group Intervention (Haworth), and Social Problem Solving Interventions in the Schools (Guilford).

«A large part of our school's reading success is attributed to Reading Recovery and Comprehensive Intervention Model (CIM) groups that help struggling readers in the primary grades catch up to where they need to be before progressing to the next grade level,» said Tracy Hagan, Reading Recovery teacher / CIM interventionist / and K - 1 literacy block coordinator at Tompkinsville.

Additionally, all of the children in the treatment group were reading on or above grade level by the end of the second year of intervention.

First - grade teachers of the full intervention group also received instruction in the use of a cognitive and social skills training curriculum, interpersonal cognitive problem solving, 39,40 which teaches skills to children to think through and use alternative solutions to problems with peers.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.1in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

The late intervention group received the intervention package in grades 5 and 6 only, and the control group received no special intervention.

To ascertain whether later school assignments might have affected observed outcomes differentially for the full intervention and control groups, contingency tables comparing high schools attended in grades 9, 10, and 11 were computed.

The late intervention group consists of students in intervention schools who were in intervention classrooms in grades 5 and 6 only, some of whom were controls in the earlier intervention study.

In the present analyses, the full intervention group consists of all students who were randomly assigned to intervention classrooms in grades 1 through 4 in 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studIn the present analyses, the full intervention group consists of all students who were randomly assigned to intervention classrooms in grades 1 through 4 in 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studin grades 1 through 4 in 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studin 8 elementary schools participating in the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studin the earlier experimental study, and who remained in schools assigned to the intervention condition in grades 5 or 6 in the present studin schools assigned to the intervention condition in grades 5 or 6 in the present studin grades 5 or 6 in the present studin the present study.

There was also a significant increase in social competence scores when examining the seventh - grade intervention group, but only for girls.

The posttest measures of social competence were significantly higher in the sixth - grade intervention group than in their comparison group.

For schools in the intervention group, all students received three years of the Get Real curriculum, in 6th, then 7th, and then 8th grades.

As children progress through play groups to enrol in the flexible preschool program and move into the elementary grades, they and their families have continuous access to child care, health screening, special needs interventions and family counselling and referrals to employment, immigration and housing services.

Intervention began in first grade for 425 children in the GBG group and 220 children in the comparison group.

Observers ratings showed that teachers in the intervention group had significant improvements in warmth, social / emotion, inconsistent, and harsh / critical compared with control teachers; Head Start intervention teachers showed significant improvements in effective discipline compared with Head Start control teachers, but no effect was found for first - grade and kindergarten teachers.

Thirty female youth in grades 6 — 8 (ages 12 — 15 years) and their parents were randomly assigned to either the intervention group (N = 22) or a wait list control group (N = 12).

By the end of third grade, 37 % of the intervention group was determined to be free of serious conduct - problem dysfunction, in contrast with 27 % of the control group.