Search Results: (1-15 of 21 records)
|WWC PG111622||Teaching Secondary Students to Write Effectively
This practice guide presents three evidence-based recommendations for helping students in grades 6-12 develop effective writing skills. Each recommendation includes specific, actionable guidance for educators on implementing practices in their classrooms. The guide also summarizes and rates the evidence supporting each recommendation.
|NCES 2016064||Teaching and Learning International Survey (TALIS) 2013 U.S. restricted-use data files and documentation
The TALIS 2013 U.S. restricted-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The TALIS 2013 U.S. restricted-use data files include NCES school IDs that facilitate merging with the Common Core of Data (CCD) for public schools and the Private School Universe Survey (PSS) for private schools. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
|REL 2015105||Professional learning communities facilitator's guide for the What Works Clearinghouse practice guide: Teaching academic content and literacy to English learners in elementary and middle school
The Professional Learning Communities Facilitator's Guide is designed to assist teams of educators in applying the evidence-based strategies presented in the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School educator's practice guide, produced by the What Works Clearinghouse. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share, and apply key ideas and strategies to help K–8 English learners acquire the language and literacy skills needed to succeed academically.
The facilitator's guide employs a five-step cycle that encourages professional learning communities to debrief, define, explore, experiment, and reflect and plan. This cycle is supplemented with activities, handouts, readings, and videos. Participants will develop a working knowledge of some of the best practices in the English learner practice guide through analysis of teaching vignettes and other interactive activities. Included in the toolkit of materials are activities along with 31 handouts and 23 videos. Four of the videos provide a narrative overview of each of the four recommendations in the practice guide, and the remaining videos show actual classrooms from three different grade levels putting the recommendations into practice.
|NCEE 20154006||School Practices and Accountability for Students With Disabilities
This study presents descriptive findings on school practices in 12 states during 2010–11 for elementary and middle schools explicitly held accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act (ESEA). The study found that, when surveyed in 2011, elementary schools accountable for the SWD subgroup were 15.8 percentage-points more likely than never-accountable elementary schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. Middle schools accountable for the SWD subgroup were 16.7 percentage-points more likely than never-accountable middle schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years.
|REL 2015056||A Practitioner's Guide to Implementing Early Warning Systems
To stem the tide of students dropping out, many schools and districts are turning to early warning systems (EWS) that signal whether a student is at risk of not graduating from high school. While some research exists about establishing these systems, there is little information about the actual implementation strategies that are being used across the country. This report summarizes the experiences and recommendations of EWS users throughout the United States.
|REL 2015043||Practitioner Data Use in Schools: Workshop Toolkit
The Practitioner Data Use Workshop Toolkit is designed to help practitioners systematically and accurately use data to inform their teaching practice. The toolkit includes an agenda, slide deck, participant workbook, and facilitator’s guide and covers the following topics: developing data literacy, engaging in a cycle of inquiry, accessing and analyzing available data, identifying and creating student goals, and using data to make action plans about instructional decisions. The workshop was used with three REL-NEI research alliances: the Northeast Educator Effectiveness Research Alliance, the Urban School Improvement Alliance, and the Northeast Rural Districts Research Alliance, and can be customized for use in other contexts.
|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.
|NCEE 20124034||The Impact of Measures of Academic Progress on Differentiated Instruction and Student Achievement
For report NCEE 2013-4000 The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement http://ies.ed.gov/ncee/edlabs/projects/rct_245.asp?section=ALL
This data file contains data from a study that examined the impact of the Measures of Academic Progress (MAP) program on student reading achievement and teachers' use of differentiated instructional practices. The study found no impacts of MAP on student reading achievement or on teachers' use of differentiated instructional practices. In spring 2007, 32 schools were block-randomized to adopt the MAP intervention in either grade 4 or grade 5. There were 172 teachers and 3,720 students in the final analytic sample, composed of 145 "two-year" teachers (teachers in either grade 4 or grade 5 during both years of the study) and 27 "one-year" teachers (new to the study in Year 2).
|REL 20124005||Evaluation of Quality Teaching for English Learners (QTEL) Professional Development
To add to the evidence base on effective strategies for teaching English language learner students, the 2006-2011 REL West at WestEd conducted a rigorous study of the impact on middle grades student achievement of a teacher professional development program.
The program, Quality Teaching for English Learners (QTEL), is an approach to improving the teaching of English language learner students. The program aims to enhance the ability of teachers to work with English language learner students and increase the quality of instruction for all other students in the mainstream classroom. QTEL summer institutes consist of seven days of professional development to provide a foundation for using new tools and processes for the academic and linguistic development of adolescent English language learner students.
This study, Evaluation of Quality Teaching for English Learners (QTEL) Professional Development, examined QTEL’s effects on student outcomes in English language arts and English language development, as measured by the California Standards Test and the California English Language Development Test. No significant effects of QTEL were found on student achievement. For teachers, no significant effects were found on attitudes, knowledge, or practice, as measured by the teacher survey, teacher knowledge assessment, and a classroom observation protocol, respectively.
The study sample included middle schools in urban and suburban areas of three Southern California counties. The study was conducted from 2007-2010.
|NCES 2012003||TIMSS 1999 Video Study of eighth-grade mathematics and science teaching restricted-use database and videos
The TIMSS 1999 Video Study focused on eighth-grade mathematics and science teaching in seven countries, including the United States. The data collected from the study are now available under a restricted-use license.
The database includes:
|NCES 2011049||Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 2: Science
This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. Chapter 2 provides a full description of the sampling approach implemented in each country. Chapter 3 details how the data were collected, processed, and managed. Chapter 4 describes the questionnaires collected from the teachers in the videotaped lessons, including how they were developed and coded. Chapter 5 provides details about the codes applied to the video data by a team of international coders as well as several specialist groups. Chapter 6 describes procedures for coding the content and the classroom discourse of the video data by specialists. Lastly, in chapter 7, information is provided regarding the weights and variance estimates used in the data analyses. There are also numerous appendices to this report, including the questionnaires and manuals used for data collection, transcription, and coding.
|NCEE 20104012||Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions
This NCEE Reference Report is a ready resource available to help evaluators researchers' select outcome measures for their future studies and also assist policymakers in understanding the measures used in existing IES studies. The two-volume "Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions" provides comparative information about the domain, technical quality, and history of use of outcome measures used in IES-funded evaluations between 2005 and 2008. The Compendium is intended to facilitate the comparisons of results across studies, thus expanding an understanding of these measures within the educational research community.
Focusing exclusively on studies that employed randomized controlled trials or regression discontinuity designs, the Compendium also used outcome measures that were (1) available to other researchers and (2) had information available about psychometric properties. For example, Volume I describes typical or common considerations when selecting measures and the approach used to collect and summarize information on the 94 measures reviewed. While Volume II provides detailed descriptions of these measures including source information and references.
|REL 2010014||Updated Multistate Review of Professional Teaching Standards
States update their teaching standards on an ongoing basis and can learn from other states' efforts. For example the "Updated multistate review of professional teaching standards" by REL West, adds to their previous 2009 review of teaching standards by offering options for broad consideration that include — structure and target groups of teachers, as well as ways of addressing special populations and use of technology — from six of the largest states in the nation.
|REL 2009082||New and Experienced Teachers in a School Reform Initiative: The Example of Reading First
This study compares the experiences and perceptions of new and experienced teachers in 235 schools in six western states (Alaska, Arizona, Idaho, Montana, Washington, and Wyoming) that have adopted the Reading First school reform initiative. Using previously collected data from surveys and interviews, the study considers four areas of the reform initiative for bringing all K-3 students up to grade level in reading by grade 3: instructional coaches, teacher collaboration, use of student assessment data, and support for reform. The study found three differences in new teachers’ experiences with their reading coach (in amount of feedback, requested help, and belief that interactions with coaches changed their instruction practices), but not in overall perceptions of support from reading coaches. It also found that new teachers' confidence in their ability to use data for tasks such as grouping students and understanding schoolwide trends was significantly lower than that of experienced teachers. The study found no differences between the two groups in their perceptions of collaborative grade-level meetings--both agreed that the meetings were a good use of their time--or in their overall support for Reading First.
|NCEE 20084034||The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
The report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers' knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The institute series plus in-school coaching did not produce a significantly greater impact on teacher practice than the institute series alone.