Online Interactive Learning for Students with Disabilities

 The purpose of this study was to view the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over three years among students with learning disabilities, English learners, and general education students. An analysis of the results showed that students with learning disabilities in the treatment group improved 18 percentage points on assessments of science knowledge from pre-test to post-test; and English language learners increased 15 percentage points. Learners in the control group who were taught using the traditional methods showed just five points of gain. The implications of these findings point to a significant benefit of using online curriculum to boost students’ scores in areas that are of concern, such as science.

Terrazas-Arellanes, F.E., Gallard, A. J., M., Strycker, L. A., & Walden, E. D. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education, 40(5), 498-518, http://dx.doi.org/10.1080/09500693.2018.1432915

Positive Impacts of Project-Based Learning on Learning and Achievement

Researchers in Michigan show that project-based learning in high-poverty communities can produce statistically significant gains in social studies and informational reading. Their study found that PBL was effective in fostering social studies

and informational reading growth in sample of second graders from high-poverty, low-

performing schools in teachers’ first year of implementation of the approach. Higher fidelity to PBL session plans was associated with statistically significantly higher growth

in writing, motivation, and reading.

Duke, N. K., Halvorsen, A., Strachan, S., & Kim, J. (2017). Putting PBL to the test: The impact of project-based learning on second-grade students’ social studies and literacy learning and motivation. Ann Arbor, MI: University of Michigan. https://docs.google.com/viewer?a=v&pid=sites&srcid=dW1pY2guZWR1fG5rZHVrZXxneDo0ZWQ1ZTk3NTFmZDI4ZTg5

Benefits of Home-Based Learning on Academic Outcomes

According to a study conducted by researchers at New York University regarding families in the Early Head Start Research and Evaluation Project, it was found that home-based learning for young students from low-income, ethnically diverse families can help predict students' future success. Data shows improved outcomes for children who have access at home to meaningful conversations and learning-centered books and toys. Early learning environments predicted children’s 5th grade academic skills, and children’s pre-kindergarten skills and 5th grade learning environment mediated longitudinal associations. The early learning environment supports the emergence of pre-academic skills that are stable into early adolescence, and pathways generalize across ethnic/racial groups.

Tamis-LeMonda, C. S., Luo, R., McFadden, K. E., Bandel, E. T., & Vallotton, C. (2017). Early home learning environment predicts children’s 5th grade academic skills. Applied Developmental Science. http://dx.doi.org/10.1080/10888691.2017.1345634