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|NCER 20112001||Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children
The report, Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001), provides the results from the evaluation of the seven SACD programs carried out by MPR. The report includes three key findings: 1) the seven SACD programs increased the reported implementation of classroom activities intended to increase students' social and character development, 2) the control schools also reported the use of a variety of activities intended to increase students' social and character development as "standard practice" but not at the same levels as the treatment schools, and 3) there were no differences in students' social and emotional competence, behaviors, academic performance, or perceptions of school climate between students in schools implementing one of the seven SACD programs and those in the control schools.
|NCER 20082009REV||Effects of Preschool Curriculum Programs on School Readiness: Report from the Preschool Curriculum Evaluation Research Initiative
In 2002, the Institute of Education Sciences (IES) began the Preschool Curriculum Evaluation Research (PCER) initiative to conduct rigorous efficacy evaluations of available preschool curricula. Twelve research teams implemented one or two curricula in preschool settings serving predominantly low-income children under an experimental design. For each team, preschools or classrooms were randomly assigned to the intervention curricula or control curricula and the children were followed from pre-kindergarten through kindergarten. IES contracted with RTI International (RTI) and Mathematica Policy Research (MPR) to evaluate the impact of each of the 14 curricula implemented using a common set of measures with the cohort of children beginning preschool in the summer-fall of 2003.
This report provides the individual results for each curriculum from the evaluations by RTI and MPR. Chapter 1 describes the PCER initiative and details the common elements of the evaluations including the experimental design, implementation, analysis, results, and findings. Chapters 2-13, respectively, provide greater detail on the individual evaluations of the curricula implemented by each research team including information on the curricula, the demographics of the site-specific samples, assignment, fidelity of implementation, and results. Appendix A presents results from a secondary analysis of the data. Appendix B provides greater detail regarding the data analyses conducted. Appendixes C and D provide additional information regarding the outcome measures.
|NCER 20072003||Encouraging Girls in Math and Science: IES Practice Guide
This NCER Practice Guide is the second in a series of IES guides in education. Developed by a panel of experts, this guide brings together the best available evidence and expertise to provide educators with specific and coherent evidence-based recommendations on how to encourage girls in the fields of math and science. The objective is to provide teachers with specific recommendations that can be carried out in the classroom without requiring systemic change. Other school personnel having direct contact with students, such as coaches, counselors, and principals may also find the guide useful. The guide offers five recommendations and indicates the quality of the evidence that supports the recommendations. Together, the recommendations make a coherent statement: To encourage girls in math and science, educators need to strengthen girls' beliefs about their abilities in math and science, spark and maintain greater interest in these subject areas, and build associated skills.
|NCER 20072004||Organizing Instruction and Study to Improve Student Learning
This NCER Practice Guide is the third in a series of IES guides in education. This guide reflects an expert panel's consensus on some of the most important principles to emerge from research on learning and memory. The guide draws on the best available evidence and expertise to provide teachers with specific strategies for organizing instruction and students' studying of material to facilitate learning and remembering, and for helping students use what they have learned in new situations. The guide includes a set of concrete actions relating to the use of instructional and study time that are applicable to subjects that demand a great deal of content learning, including social studies, science, and mathematics. Along with seven recommendations for teachers, the panel also indicates the quality of evidence that supports each recommendation.
|IES 20076004||IES 2007 Biennial Report to Congress
The Institute of Education Sciences has issued the Director's Biennial Report to Congress, covering activities and accomplishments of the Institute in 2005 and 2006.
Transmitted by Director Grover J. (Russ) Whitehurst as required by the Education Sciences Reform Act of 2002, the report includes a description of the activities of IES and its four National Education Centers, as well as a summary of all IES grants and contracts during the biennium in excess of $100,000.
Since IES's first Biennial Report two years ago, said Whitehurst, "IES has been transformed from an organization under construction to one that is fully formed and operational."