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Search Results: (16-18 of 18 records)

 Pub Number  Title  Date
REL 2014010 Summary of Research on the Effectiveness of Math Professional Development Approaches
The study identified and screened 910 research studies in a comprehensive literature search for effectiveness studies of math professional development approaches. Of these 910 studies, 643 examined professional development approaches related to math in grades K-12 and were conducted in the United States. Of the 643 studies, 32 focused primarily on math professional development provided to teachers and used a research design for examining effectiveness. Five of those were determined to have met WWC evidence standards (version 2.1) either with or without reservations. And of those five, only two found positive effects on students' math proficiency. Thus, there is very limited causal evidence to guide districts and schools in selecting a math professional development approach or to support developers' claims about their approaches.
1/22/2014
REL 2013002 Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says
States increasingly are interested in incorporating measures of student achievement growth in teacher evaluations. But the typical measure of student growth—progress on state assessments from one school year to the next—usually covers only reading and math and only in grades 4–8. Members of REL Mid-Atlantic's Teacher Evaluation Research Alliance wanted to understand more about the alternatives, and the REL produced this literature review in response. It examines the following two alternatives to state assessments: applying statistical value-added methods to outcomes other than student performance on standard state assessments and using student learning objectives (SLOs) developed by individual teachers.
9/24/2013
REL 2013003 Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says
Professional learning communities (PLCs)—teams of educators who meet regularly to exchange ideas, monitor student progress, and identify professional learning needs—reflect a growing interest in promoting professional development that engages teachers and administrators. Increasingly, teachers are able to participate in online and hybrid PLCs in addition to PLCs that meet face-to-face. This report examines: characteristics of PLCs, as reported in the literature; advantages and challenges of online and hybrid PLCs, compared to face-to-face PLCs; and considerations for the design and setup of online and hybrid PLCs.
9/18/2013
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