scholarly journals Board 110: Work in Progress: Elementary Students’ Disciplinary Talk in a Classroom with an Explicit Engineering Decision-making Scaffold

2020 ◽  
Author(s):  
Nicole Batrouny ◽  
Karen Miel ◽  
Kristen Wendell
Keyword(s):  
Decision Making ◽  
Elementary Students ◽  
Work In Progress

scholarly journals Reflective Decision-Making in Elementary Students' Engineering Design

2017 ◽  
Vol 106 (3) ◽  
pp. 356-397 ◽  
Author(s):  
Kristen Bethke Wendell ◽  
Christopher G. Wright ◽  
Patricia Paugh
Keyword(s):  
Decision Making ◽  
Elementary Students ◽  
Engineering Design

Local Administration in Zaïre and Underdevelopment

1977 ◽  
Vol 15 (3) ◽  
pp. 349-378 ◽  
Author(s):  
David J. Gould
Keyword(s):  
Decision Making ◽  
Present Article ◽  
Local Level ◽  
Research Data ◽  
The State ◽  
Local Administration ◽  
Decision Making Process ◽  
Work In Progress

This article is an exploratory attempt to understand the state of underdevelopment in contemporary Zaïre through a study of bureaucratic decision-making process at the local level. It is based on a series of investigations which the author and a group of colleagues carried out in 13 zones in Shaba Region during 1975 and 1976, but our reflections have evolved considerably since then and, to a large extent, have outstripped the reach of the research data, so that the present article should be considered as a report on work-in-progress.

Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or At Risk for Reading Disabilities

2021 ◽  
pp. 002221942110484
Author(s):  
Marissa J. Filderman ◽  
Jessica R. Toste
Keyword(s):  
Decision Making ◽  
At Risk ◽  
Elementary Students ◽  
Reading Intervention ◽  
Reading Disabilities ◽  
Word Reading ◽  
Controlled Trial ◽  
Data Use ◽  
Upper Elementary ◽  
Inadequate Response

For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading intervention for Grade 4 and 5 students with or at risk for reading disabilities (RD). Eighty-eight students were randomly assigned to one of three conditions: initial customization of the intervention (IC-only), initial customization with DBDM (IC + DBDM), or a business-as-usual comparison condition. Results indicated that (a) students in both treatment conditions outperformed the comparison condition on multisyllabic word reading and (b) students in the IC + DBDM condition also outperformed comparison students on decoding. Implications, including the use of DBDM in addition to IC-only as well as methods for decision-making within a small-group context, are discussed.

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