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 Pub Number  Title  Date
REL 2014024 Professional Practice, Student Surveys, and Value-Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools
Responding to federal and state prompting, school districts across the country are implementing new teacher evaluation systems that aim to increase the rigor of evaluation ratings, better differentiate effective teaching, and support personnel and staff development initiatives that promote teacher effectiveness and ultimately improve student achievement. Pittsburgh Public Schools (PPS) has been working for the last several years to develop richer and more-comprehensive measures of teacher effectiveness in support of a larger effort to promote effective teaching. In partnership with PPS, REL Mid-Atlantic collected data from Pittsburgh on three different types of teacher performance measures: professional practice measures derived from the Danielson Framework for Teaching; Tripod student survey measures; and value-added measures designed to assess each teacher’s contribution to student achievement growth. The study found that each of the three types of measures has the potential to differentiate the performance levels of different teachers. Moreover, the three types of measures are positively but modestly correlated with each other, suggesting that they are valid and complementary measures of teacher effectiveness and that they can be combined to produce a measure that is more comprehensive than any single measure. School-level variation in the ratings on the professional practice measure, however, suggests that different principals may have different standards in assigning ratings, which in turn suggests that the measure might be improved by using more than one rater of professional practice for each teacher.
7/8/2014
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
NCES 2014356 2011-12 Schools and Staffing Survey (SASS) Restricted-Use Data Files
This DVD contains the 2011-2012 Schools and Staffing Survey (SASS) restricted-use data files. The 8 files (Public School District, Public School Principal, Public School, Public School Teacher, Public School Library Media Center, Private School Principal, Private School, and Private School Teacher) are provided in multiple formats. The DVD also contains a 6-volume User's Manual, which includes a codebook for each file.
11/6/2013
NCES 2013314 Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2011–12 Schools and Staffing Survey
This First Look report provides descriptive statistics and basic information from the 2011–12 Schools and Staffing Survey Public and Private School Teacher Data Files.
8/13/2013
NCSER 20133001 Synthesis of IES Research on Early Intervention and Early Childhood Education
The report describes what has been learned from research grants on early intervention and early childhood education funded by the Institute's National Center for Education Research and National Center for Special Education Research, and published in peer-reviewed outlets through June 2010. This synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:
* Early childhood classroom environments and general instructional practices;
* Educational practices designed to impact children's academic and social outcomes;
* Measuring young children's skills and learning; and
* Professional development for early educators.
Research supported by IES has made significant contributions to the evidence base in these areas. The authors also raise important questions for education research in the future, including:
* What are the crucial features of high-quality early childhood education?
* Which instruction is most effective for which children and under what circumstances?
* How do we effectively and efficiently support teachers in improving their instruction?
7/23/2013
NCEE 20124039 Pacific Evaluation of Principles-Based Professional Development to Improve Reading Comprehension for English Language Learners
For report NCEE 2012-4003 Effects of the Pacific CHILD Professional Development Program http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=61

This data file contains data from a study that examines the Pacific Communities with High Performance in Literacy Development (Pacific CHILD) program. The study found that the program had positive impacts on student reading comprehension, teacher instructional practices, and teacher knowledge of theories and strategies related to effective reading instruction. Pacific CHILD is a two-year professional development program that trains fourth and fifth grade teachers in research-based reading comprehension strategies and instructional practices for enhancing student reading comprehension. The program offers an annual 10-day summer institute, quarterly three-day institutes, monthly lesson demonstrations, twice-monthly classroom observations, and weekly structured learning team meetings.

The study used a randomized design and involved 45 elementary schools across three entities in the Pacific region. The analysis sample for measuring impacts on achievement in reading comprehension consisted of 3,052 students, with 1,566 in the treatment group and 1,486 in the control group.
12/20/2012
NCEE 20134002 Effects of the Pacific CHILD Professional Development Program
This study examines the impact of the Pacific Communities with High Performance in Literacy Development (Pacific CHILD) professional development program on student achievement in reading comprehension and on teacher pedagogical knowledge and instructional practice in English language arts classes. Pacific CHILD is a two-year professional development program that trains fourth and fifth grade teachers in research-based reading comprehension strategies and instructional practices for enhancing student reading comprehension. The study used a randomized design and involved 45 elementary schools across three entities in the Pacific region. The study found positive impacts of Pacific CHILD on reading comprehension and on teachers' instructional practices and knowledge of theories and strategies related to effective reading instruction.
12/20/2012
NCEE 20094055 NCEE Evaluation Brief: Professional Development for Early Reading Teachers
Research-based professional development for early reading teachers increased their knowledge of reading content and recommended instructional practices and their use of one of those practices (explicit instruction). But it did not improve student reading achievement. For the full evaluation report visit: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20084034
11/2/2012
WWC SSREC12 Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders
The study, Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders, examined the intervention Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) which involves immersing children with Autism Spectrum Disorder (ASD) into preschool classrooms with other children. The study examined the effectiveness of a full two-year LEAP training and support model for teachers on improving outcomes of preschool children with ASD, as compared to a limited LEAP model in which no professional development support was provided. Researchers found that the full LEAP model produced positive impacts on behavior, communication, intellectual outcomes, and social outcomes of preschool children. This study is a well-implemented randomized controlled trial that meets WWC evidence standards without reservations.
7/31/2012
REL 2012133 The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally
The characteristics and experiences of beginning teachers in seven Northeast and Islands Region states and nationally, was produced by the 2006-11 REL Northeast and Islands and Education Development Center, Inc. The report describes the characteristics and experiences of beginning public school teachers (teachers with fewer than five years of teaching experience) in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. The study focuses on variables related to teachers’ preparation and workplace supports that research suggests might be associated with their perceptions of preparedness, effectiveness, and retention.
3/29/2012
WWC QRLT0312 Quick Review of "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood"
This study examined whether being taught by a teacher with a high "value-added" improves a student's long-term outcomes. The study analyzed more than 20 years of data for nearly one million fourth- through eighth-grade students in a large urban school district.
3/1/2012
REL 2012129 An Examination of Performance Based Teacher Evaluation Systems in Five States
This study of performance-based teacher evaluation systems in the five states that had implemented statewide systems as of 2010/11 finds considerable variation among them. However, all five states' systems include observations, self- assessments, and multiple rating categories. In addition, the evaluation rubrics in each state reflect most of the teaching standards set out by the Inter-state Teacher Assessment and Support Consortium.
2/29/2012
WWC QRIB0212 WWC Reviews Study of My Teaching Partner Program
The study, An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement, examined the effects of the MTP-S program on student achievement. Researchers compared test scores of students taught by teachers randomly assigned to receive MTP-S with those of students taught by teachers who received regular in-service training. The study analyzed data from two student cohorts. The first cohort included about 1,300 students whose test scores were analyzed at the end of the intervention year, while teachers received the MTP-S program. The second cohort included about 1,000 students whose test scores were analyzed at the end of the post-intervention year, when teachers were no longer receiving the program.
2/22/2012
NCES 2011359 Beginning Teacher Longitudinal Study (BTLS) Waves 1-3 Preliminary Restricted-Use Data File and Documentation
This restricted-use CD includes the combined wave 1 through wave 3 data file, questionnaires, codebook, file layout, and User’s Manual. The data files are in SAS and ASCII formats, with syntax for creating files in SPSS and STATA. The codebook contains the count of responses for each data item. The User's Manual explains the survey methodology and provides other information about the structure and content of the data file.
9/19/2011
NFES 2011802 Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book IV: Advanced LDS Usage
This document, Book Four of Four: Advanced LDS Usage, is the fourth and final installment of this Forum series of guides on longitudinal data systems (LDS). One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decisionmakers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce “best practice” guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. Developing LDSs is one of those high-interest areas. These systems hold promise for enhancing both the way education agencies use data to serve students and the way they do business, from the policy level to the school office and into the classroom.
7/25/2011
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