Since the No Child Left Behind Act (NCLB) of 2002, educational organizations have undergone increasing pressure to identify and utilize educational interventions that are scientific-research based. The establishment of the efficacy of any educational program depends upon statistically significant scientific demonstrations of “what works, with what children, under what circumstances ” (Whitehurst, 2002). The need for this type of examination is great in the area of mathematics. This research presents the results of a 3 X 2 between/within design with non-random assignment of participants to experimental and control conditions. The intent of the research was to investigate the efficacy of a Title I math and after-school program that made extensive use of commercially available mathematical educational computer programs. A convenience sample of 86 fifth (n=34), sixth (n=19), and seventh (n=33) grade students who scored below proficiency on the math portion of the Idaho Standards Achievement Test (ISAT) between spring 2003 and spring 2004. Based on scheduling requirements and limited space in the program, students were nonrandomly assigned to one of two groups: a Treatment group that received the Title I math and after-school program (n=51) or to a no-treatment Comparison group that did not receive that program (n=35). Students were assessed by utilizing the ISAT at

important. Our analysis addresses the problems of measurement error, imperfect proxies, and reverse causality that plague conventional studies of cognitive and noncognitive skills that regress earnings (and other outcomes) on proxies for skills. Noncognitive skills strongly influence schooling decisions

perspective. These practical issues are then examined in the context of a case study in which TD(lambda) is applied to learning the game of backgammon from the outcome of self-play. This is apparently the first application of this algorithm to a complex nontrivial task. It is found that, with zero knowledge

of behavior (as opposed to outcomes). DeCharms argued that there is a further distinction within personal causation or intentional behavior between an internal PLOC, in which the actor is perceived as an "origin" of his or her behavior, and an external PLOC, in which the actor is seen as a "

This paper provides an analysis of aggregate behavioral outcomes when individual utility exhibits social interaction effects. We study generalized logistic models of individual choice which incorporate terms reflecting the desire of individuals to conform to the behavior of others in an environment

as studies of the relationship of interaction in small groups to outcomes. The analysis develops propositions concerning the kinds of discourse that are productive of different types of learning as well as propositions concerning how desirable kinds of interaction may be fostered. Whereas limited ex

The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first

Background. Penetrating wounds with environmental contamination are associated with a range of infectious complications, including fungus. This is the first study to examine the epidemiology, resistance patterns, and out-comes of Candida infections and colonization in United States military

Background. Penetrating wounds with environmental contamination are associated with a range of infectious complications, including fungus. This is the first study to examine the epidemiology, resistance patterns, and out-comes of Candida infections and colonization in United States military

Our proposal focuses on conducting a validation study of center-based programs registered in ExceleRate Illinois and a child outcomes study of preschool-aged children. Our proposal submission seeks to provide solid, policy-relevant information to guide state leaders in strengthening Excele