Grade-level Peers Research Articles

Video Modeling in Mathematics: Supplemental Instruction to Support Student Learning

Educators often seek innovative strategies to support academic instruction for struggling students. For students with or at risk for a learning disability in mathematics, challenges learning critical skills often result in them falling behind their grade-level peers. One strategy that can provide targeted instruction on key concepts is video modeling. Teacher-made videos serve as a valuable resource for struggling students to access supplementary teaching beyond the classroom. This column highlights six steps for teachers to follow when developing video modeling to support instruction for students with a learning disability.

Collaborating in context: Relational trust and collaborative formats at eight elementary schools

We examine how school infrastructure and relational trust shape teacher participation in collaboration across eight elementary schools. School infrastructure within our sites afforded three distinct formats for collaboration—requisite, optional, and informal—based on whether time was allocated for collaboration and whether teachers were required to attend collaborative meetings. Teachers in our study sites who attested to the presence of relational trust collaborated, regardless of formalized times to do so. Conversely, teachers who cited a lack of relational trust opted against collaborating with their grade-level peers, despite, in some instances, allocated time to do so.

The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs

Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.

Differences in Days Assigned to Exclusionary Discipline Consequences as a Function of Student Poverty for Texas Middle School Students

Examined in this study were the number of days assigned to in-school suspension and to out-of-school suspension to Grade 6, 7, and 8 students based on their economic status in Texas for the 2015-2016 school year. Inferential statistical procedures revealed the presence of clear inequities in the average number of days Grade 6, 7, and 8 students who were economically disadvantaged were assigned to an in-school suspension and to an out-of-school suspension. Grade 6, 7, and 8 students who were poor were assigned statistically significantly more days to in-school suspension and to out-of-school suspension than their grade level peers who were not poor. Implications of the findings are discussed and suggestions for further research are made.

A Comparison of the Academic Achievement of Home School and Public School Students

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups. Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities). The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

Revitalizing Strategy Instruction

The national focus on teacher accountability and the resulting emphasis on raising the bar for teacher evaluations challenge teachers of students with learning disabilities (LD) to rethink instructional design and delivery. In response to these challenges, this article introduces a two-part protocol for planning and teaching strategy instruction to elementary education students with LD being educated in classrooms alongside their grade-level peers. The rationale, research background, detailed implementation information, and concrete examples of how the protocol was integrated into lesson planning are provided. The protocol is offered as a framework for teachers and schools looking to increase the effectiveness of instruction through the use of evidence-based methods.

Associations Between Adolescents' Weight and Maladjustment Differ With Deviation From Weight Norms in Social Contexts.

In line with the reflected self-appraisal hypothesis, previous research finds associations between weight and maladjustment are strongest when there is a mismatch between individuals' weight and the weight norm of their social contexts. However, research has not considered associations in more proximal social contexts. We examined differences in associations between weight and maladjustment for 2 proximal social contexts: grade-level peers and friendship groups. We used sixth-graders (N = 565; Mage = 12 years) self-reported height and weight (used to calculate body mass index (BMI) z-score), experiences of peer victimization, and depressive symptoms. Deviation from the normative weight was calculated as the students' BMI z-score minus the average BMI z-score for the context (grade-level peers or friendship group). Considering deviations from grade-level peers, greater BMI z-scores were associated with more self-reported peer victimization only for students above the weight norm. For the friendship group, greater weight was associated with more self-reported depressive symptoms only for those who were above the normative weight. Being heavier during adolescence may be especially problematic for students who differ from the norm in their proximal social contexts. Intervention efforts focused on weight and maladjustment may want to consider the contexts involved in adolescents' self-appraisals.

Using Out-of-Level Items in Computerized Adaptive Testing

Out-of-level testing refers to the practice of assessing a student with a test that is intended for students at a higher or lower grade level. Although the appropriateness of out-of-level testing for accountability purposes has been questioned by educators and policymakers, incorporating out-of-level items in formative assessments for accurate feedback is recommended. This study made use of a commercial item bank with vertically scaled items across grades and simulated student responses in a computerized adaptive testing (CAT) environment. Results of the study suggested that administration of out-of-level items improved measurement accuracy and test efficiency for students who perform significantly above or below their grade-level peers. This study has direct implications with regards to the relevance, applicability, and benefits of using out-of-level items in CAT.

Life in the Fast Lane

Research has repeatedly demonstrated the positive effects of acceleration for gifted and talented students. This study expands the literature by not only evaluating the impact of early grade skipping on high school and college outcomes but also examining the role of postacceleration opportunities on subsequent performance. Using a representative national sample, accelerated students were compared with older grade-level peers who had similar academic and demographic backgrounds. Results suggest that, on average, accelerated students consistently and significantly outperformed their nonaccelerated peers, both in high school and in college. Furthermore, postacceleration educational opportunities provided additional benefit; students who skipped a grade and also participated in challenging academic programs (e.g., Advanced Placement, high-ability instructional groups) demonstrated particularly high achievement. Results suggest that gifted learners profit most when acceleration is coupled with additional opportunities for advanced study.

Writing Interventions for High School Students With Disabilities

Proficiency in writing increases opportunities in higher education, employment, and social relationships. Many students in the United States, however, are struggling writers. In particular, the writing performance of students with disabilities in secondary grades continues to lag behind grade level peers. The purpose of this article was to review writing interventions for high school students with disabilities to identify those practices that have been shown to be effective in supporting writing development. All studies were peer-reviewed, employed a single-case experimental design, and evaluated writing interventions used with students with disabilities in Grades 9 through 12. We used the What Works Clearinghouse (WWC) single-case design standards (Kratochwill et al., 2010) to evaluate the effects of writing interventions in the 14 identified studies. Specific interventions included Self-Regulated Strategy Development (SRSD), Expressive Writing™ (Direct Instruction), Cognitive Strategy Instruction in Writing, and pentop computers. Results indicated that only two SRSD programs and the pentop computer program demonstrated strong or moderate effects on written expression in studies that met WWC evidence standards with reservations.

American Sign Language/English Bilingual Model: A Longitudinal Study of Academic Growth

This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.

Classroom Peer Effects and Student Achievement

We analyze the impact of classroom peers’ ability (measured by their individual fixed effects) on student achievement for all Florida public school students in grades 3–10 over a 6-year period. We control for both student and teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers. Under linear-in-means specifications, estimated peer effects are small to nonexistent, but we find some sizable and significant peer effects within nonlinear models. We also find that classroom peers, as compared with the broader group of grade-level peers at the same school, exert a greater influence on individual achievement gains.

Peer effects in adolescent overweight

This study is the first to estimate peer effects for adolescent weight. We use data from the National Longitudinal Study of Adolescent Health (Add Health) and define peer groups using nominated friends within schools. Endogenous peer groups are accounted for using a combination of school fixed effects, instrumental variables, and alternative definitions of peers (i.e., grade-level peers). Mean peer weight is correlated with adolescent weight, even after controlling endogenous peer groups. The impact of peer weight is larger among females and adolescents with high body mass index. The results are consistent with social multipliers for adolescent overweight policies.

Arithmetic fact mastery in young children: A longitudinal investigation

Children with poor arithmetic fact mastery ( n=45) at the end of third grade were compared to grade-level peers with good arithmetic fact mastery ( n=60) in competencies related to reading and mathematics. Children were assessed longitudinally across second and third grades. When predictor variables such as IQ were held constant, the poor fact mastery and good fact mastery groups performed at about the same level and progressed at a comparable rate on math story problems and on broad reading achievement. The groups also progressed at a comparable rate on broad math achievement, although children with poor fact mastery performed at a significantly lower level. Children with poor fact mastery showed remarkably little growth on timed number facts during the study period, despite normal growth in other areas of mathematics. Deficits in fact mastery are highly persistent and appear to be independent of reading and language abilities.

Qualitative Assessment of Cognitive-based Dropout Prevention Strategy

Many young Canadians drop out of school because they cannot cope with the information demand imposed upon them by school learning. A study was conducted to help at-risk students to enhance their metacognitive skills through cognitive augmentation and transfer training. All teachers involved in the project were interviewed by an external evaluator at the completion of the project. The interview data were summarized, analyzed and placed in ten major categories. The purpose of this article is to report the qualitative results generated by participating teachers' debriefing interviews. Results indicated that a cognitive-based instructional program can have a positive impact on teaching and learning. Teachers' comments suggested that adequate training, time and resources are critical for the successful implementation of cognitive-based instruction.