Search Results: (16-30 of 480 records)
|WWC 2021008||Promoting Alternative THinking Strategies (PATHS®)
PATHS® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on five components: self-control, emotional literacy, social competence, positive peer relations, and interpersonal problem-solving skills.
Based on the research, the WWC found that PATHS® has no discernible effects on academic achievement, social interactions, observed individual behavior, or emotional status. The WWC based its conclusion on its review of two studies of PATHS® that met WWC group design standards. One study included 1,582 students in 45 schools in 10 districts in the United Kingdom. The second study included 133 students with disabilities in seven elementary schools in three school districts in the state of Washington.
|WWC 2021007||Designing and Delivering Career Pathways at Community Colleges
The What Works ClearinghouseTM (WWC) developed this practice guide in partnership with a panel of experts including researchers who are at the forefront of career and technical education research and practitioners with experience in implementing career pathways interventions. The panel distilled recent, rigorous career pathways intervention research into five practice recommendations for administrators, staff, and faculty at community colleges to help guide the development and delivery of career pathways or career and technical education initiatives.
|WWC 2021003||National Institute for School LeadershipTM (NISL) Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on National Institute for School LeadershipTM (NISL). NISL is a professional development program that aims to develop effective, strategic school leaders focused on preparing schools to provide high-quality instruction in a supportive learning environment. NISL professional development consists of 12 two-day units that are offered over 12 to 15 months. As part of the program, school leaders learn how to apply NISL's teacher coaching model to support teachers in core content areas. No studies of NISL that fall within the scope of the WWC review met WWC standards. Because no studies met standards, the WWC is unable to draw any conclusions at this time about the effectiveness of NISL on student, teacher, or school leader outcomes.
|WWC 2021004||Literacy Design Collaborative Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Literacy Design Collaborative, a professional development program that aims to support teachers' literacy instruction by providing access to high-quality literacy instructional materials for teachers of kindergarten through grade 12. Teachers implement Literacy Design Collaborative activities in core subject area classes like English language arts, social studies, or science by using 2- to 3-week instructional modules that supplement existing curricula. Teachers get help from Literacy Design Collaborative coaches and from their peers during collaborative planning time. Based on the research, the WWC found that implementing Literacy Design Collaborative has mixed effects on general literacy achievement and has no discernible effects on general social studies achievement.
|WWC 2021006||Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades
The What Works Clearinghouse&TM; (WWC) developed this practice guide in partnership with a panel of experts including educators in both mathematics and special education. The panel distilled recent, rigorous mathematics intervention research into six practice recommendations for educators working with students in grades K-6. The guide can help educators tailor their math instruction approaches and small-group intervention programs and will also be useful to math specialists, math coaches, district and state personnel, and parents.
|WWC RER012621||A What Works Clearinghouse Rapid Evidence Review of Distance Learning Programs
Due to the COVID-19 global pandemic, educators and school administrators need to understand the available distance learning models and programs that may assist students who attend school from a remote location. To meet this need, this rapid evidence review sought to identify and report on what works in distance learning educational programming. After an extensive search and screening process, the What Works Clearinghouse (WWC) reviewed 36 studies spanning kindergarten through postsecondary education. Fifteen studies met the WWC Group Design Standards; of those, four met the Every Student Succeeds Act (ESSA) Tier 1 requirements. An evidence gap map analysis found that while several effective distance learning programs for K–8 students were identified, few studies of distance learning programs for high school students met WWC Group Design Standards. In addition, a meta-analysis of studies with similar design characteristics (nine in total) found that, on average, students in the distance learning programs improved in the English language arts (ELA) outcome domain but not in the mathematics domain, compared with students in business-as-usual conditions. Although the meta-analytic results are promising, continued research using rigorous, randomized designs should be a priority.
|WWC 2021002||Single Stop USA's Community College Initiative Intervention Reports
This What Works Clearinghouse (WWC) intervention report summarizes the research on Single Stop USA's Community College Initiative, hereafter referred to as Single Stop. Single Stop is an intervention that supports community college students and their families by offering screening and application assistance to obtain public benefits. Single Stop also connects students and their families to wraparound services, such as tax preparation, child care, and immigration consultation through “one-stop shops” located within community colleges. Single Stop services are open to all students enrolled at the community colleges in which they are located. Site coordinators meet with students at the local Single Stop office on campus. Students may also choose to self-serve through the use of Single Stop software. Based on the research, the WWC found that Single Stop has potentially positive effects on progressing in college and potentially positive effects on academic achievement for community college students.
|WWC 2021001||Success Boston Coaching Intervention Reports
This What Works Clearinghouse (WWC) intervention report summarizes the research on Success Boston Coaching, a coaching intervention for students who are traditionally underrepresented in college to help them transition from high school to college. Students are paired with a dedicated coach starting as early as the spring of their senior year of high school and receive coaching through their first two years in college. As Boston’s citywide college completion initiative, Success Boston partners with existing nonprofit organizations focused on coaching and mentoring to deliver these one-on-one coaching services. Nonprofit coaching partners may also provide students with other direct services such as tutoring and career readiness support, and financial support that includes scholarships, transportation subsidies, and funding for school-related materials and supplies. Based on the research, the WWC found that Success Boston Coaching has potentially positive effects on progressing in college and potentially positive effects on academic achievement for college students.
|WWC 2020006||Intervention Report: Full Option Science System
This What Works Clearinghouse (WWC) intervention report summarizes the research on Full Option Science System (FOSS), a curriculum including content in the physical, earth, and life sciences that is designed to improve student science achievement in kindergarten through Grade 8. No eligible studies of FOSS met WWC design standards, so the WWC is unable to draw any conclusions at this time about the effectiveness of this program.
|WWC 2020009||Web-Based Intelligent Tutoring for the Structure Strategy
This What Works Clearinghouse (WWC) intervention report summarizes the research on Web-Based Intelligent Tutoring for the Structure Strategy (ITSS), a web-based program that provides supplemental literacy instruction and practice for students in kindergarten to grade 8. The program is designed to develop students’ literacy skills needed to understand factual texts encountered in school and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall. Based on the research, the WWC found that ITSS is likely to increase students’ reading comprehension in grades 4-7.
|WWC 2020010||Intervention Report Word Generation: English Language Learners
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Word Generation for English learners. Word Generation is a supplemental program that aims to improve students’ reading comprehension by building students’ vocabulary, academic language, and perspective-taking skills through classroom discussion and debate. Word Generation consists of a series of interdisciplinary units with daily lessons focused on a high-interest topic to increase student engagement. Based on the research, the WWC found that implementing Word Generation may result in little or no change in the reading comprehension or English language proficiency of English learners in grades 4-7.
|WWC 2020011||The eMINTS Comprehensive Program
This What Works Clearinghouse (WWC) intervention report summarizes the research on the eMINTS Comprehensive Program, which aims to help teachers improve their practice and the outcomes of their students by offering structured professional development, coaching, and support for integrating technology into the classroom. The program’s goals include supporting teachers in using classroom technology to implement high-quality, inquiry-based learning, in which students develop understanding and knowledge of content matter by engaging in meaningful investigations that require reasoning, judgement, and decision making. Based on the research, the WWC found that, in grades 4-8, eMINTS may increase students’ math achievement and may result in little or no change in students’ literacy achievement.
|WWC 2020008||Balanced Leadership® Intervention Report
This What Works Clearinghouse intervention report summarizes the research on Balanced Leadership, a professional development program for current and aspiring school leaders in schools serving students in kindergarten to grade 12. The program helps school leaders understand and implement a set of actions and behaviors that may be associated with improved student outcomes. The WWC's review of eligible research found that Balanced Leadership may increase principal retention at the school.
|WWC 2020007||Intervention Report: Project-Based Inquiry Science
This What Works Clearinghouse (WWC) intervention report summarizes the research on Project-Based Inquiry ScienceTM, a curriculum with units in life science, earth science, and physical science that is designed to improve student science achievement in grades 6 to 8. No eligible studies of Project-Based Inquiry ScienceTM met WWC design standards, so the WWC is unable to draw any conclusions at this time about the effectiveness of this program.
|WWC 2020005||Intervention Report: Fraction Face-Off! Primary Mathematics
This What Works Clearinghouse (WWC) intervention report summarizes research on Fraction Face-Off!, a supplemental math program designed to assist fourth-grade students with solving fraction problems. The WWC reviewed eligible research on Fraction Face-Off! and found that this program may increase fourth-grade student achievement in geometry and measurement, numbers and operations, and general mathematics skills.
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