Search Results: (16-29 of 29 records)

Pub Number  Title  Date
WWC 20104039 Developing Effective Fractions Instruction for Kindergarten Through 8th Grade
A high percentage of U.S. students lack conceptual understanding of fractions, even after studying fractions for several years. The Practice Guide "Developing Effective Fractions Instruction for Kindergarten Through 8th Grade" offers evidence-based recommendations for improving students' understanding of fractions. The guide is based on an extensive review of the literature and is designed for educators who work with students in kindergarten through 8th grade, when almost all instruction in fractions takes place.

The guide addresses early developing concepts of fractions, computation with fractions, and the more advanced topics of ratio, rate, and proportion. The panel's recommendations reflect the perspective that conceptual understanding of fractions is essential for students to learn about the topic, to remember what they learned, and to apply this knowledge to solve problems involving fractions. The guide provides detailed information for implementing five recommendations: (1) Build on students' informal understanding of sharing and proportionality to develop initial fraction concepts; (2) Help students recognize that fractions are numbers and that they expand the number system beyond whole numbers. Use number lines as a central representational tool in teaching this and other fraction concepts from the early grades onward; (3) Help students understand why procedures for computations with fractions make sense; (4) Develop students' conceptual understanding of strategies for solving ratio, rate, and proportion problems before exposing them to cross-multiplication as a procedure to use to solve such problems; and (5) Professional development programs should place a high priority on improving teachers’ understanding of fractions and of how to teach them. Each recommendation includes a summary of supporting research, implementation strategies, and potential roadblocks and solutions.
9/30/2010
WWC 20104038 Improving Reading Comprehension in Kindergarten Through 3rd Grade
The purpose of the Practice Guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" is to help teachers, reading coaches, principals, and other educators successfully improve reading comprehension for young readers. This guide focuses on reading comprehension abilities that may be taught specifically to students in kindergarten through 3rd grade. Specifically, it focuses on three areas that current research on reading indicates are critical to building a young student’s capacity to comprehend what he or she reads: knowledge and abilities required specifically to comprehend text, thinking and reasoning skills, and motivation to understand and work toward academic goals. This guide includes five recommendations that the panel believes are a priority to implement: (1) Teach students how to use reading comprehension strategies; (2) Teach students to identify and use the text's organizational structure to comprehend, learn, and remember content; (3) Guide students through focused, high-quality discussion on the meaning of text; (4) Select texts purposefully to support comprehension development; and (5) Establish an engaging and motivating context in which to teach reading comprehension. Each recommendation includes a summary of supporting research, implementation strategies, and potential roadblocks and solutions.
9/28/2010
WWC 20094066 Helping Students Navigate the Path to College: What High Schools Can Do
Access to higher education remains a challenge for many students who face academic and informational barriers to college entry. This guide targets high schools and school districts, and focuses on effective practices that prepare students academically for college, assist them in completing the steps to college entry, and improve their likelihood of enrolling in college.
9/15/2009
WWC 2009012 Structuring Out-of-School Time to Improve Academic Achievement
Out-of-school time programs can enhance academic achievement by helping students learn outside the classroom. The five recommendations in this guide are intended to help district and school administrators, out-of-school program providers, and educators design out-of-school time programs that will increase learning for students. The guide also describes the research supporting each recommendation, how to carry out each recommendation, and how to address roadblocks that might arise in implementing them.
7/21/2009
WWC 20094060 Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Taking early action may be key to helping students struggling with mathematics. The eight recommendations in this guide are designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics.
4/21/2009
WWC 20094045 Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades
This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RtI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress.
2/18/2009
WWC 2008012 Reducing Behavior Problems in the Elementary School Classroom
Designed for elementary school educators and school- and district-level administrators, this guide offers prevention, implementation, and schoolwide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities.
9/23/2008
WWC 20084025 Dropout Prevention
Geared toward educators, administrators, and policymakers, this guide provides recommendations that focus on reducing high school dropout rates. Strategies presented include identifying and advocating for at-risk students, implementing programs to improve behavior and social skills, and keeping students engaged in the school environment.
9/23/2008
WWC 20084027 Improving Adolescent Literacy: Effective Classroom and Intervention Practices
This guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention.
8/26/2008
WWC 20084020 Turning Around Chronically Low-Performing Schools
This guide identifies practices that can improve the performance of chronically low-performing schools-a process commonly referred to as creating "turnaround schools." The four recommendations in this guide work together to help failing schools make adequate yearly progress.
5/6/2008
WWC 20074011 Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades. The guide also aims to reach district-level administrators who develop practice and policy options for their schools.
12/15/2007
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.
9/28/2007
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.
9/28/2007
NCEE EB2003 Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide
This Guide seeks to provide educational practitioners with user-friendly tools to distinguish practices supported by rigorous evidence from those that are not.
5/6/2006
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