Search Results: (31-45 of 77 records)
|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?
|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.
|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.
|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
|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.
|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.
|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.
|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.
|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.
|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.
|NCES 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.
|NCEE 20114024||Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation
This study examines the impact of intensive mathematics professional development (PD) on teachers' knowledge and teaching skills for 7th grade mathematics in rational number topics such as fractions, decimals, percent, ratio, and proportion. The intensive PD studied includes over 100 hours of support in the form of summer institutes, seminars, and in-school coaching. Schools in 12 districts participating in the study were randomly assigned to receive the intensive PD activities or only the PD activities normally provided by the district. All 7th grade teachers teaching at least one regular seventh-grade mathematics class within the treatment schools were offered the intensive PD during the first year of implementation. In 6 of the districts, the intensive PD was provided to eligible 7th grade teachers in the study schools for a second year.
|NCES 2011235||Web Tables—Public High School Teachers of Career and Technical Education in 2007-08
These Web Tables describe public school teachers of grades 9–12 during the 2007–08 school year, looking specifically at teachers whose primary teaching assignment was in career and technical education (CTE). Teachers are examined by their demographic and professional characteristics, the location and types of schools in which they taught, the characteristics of their students, and their main teaching assignment. The data are from the 2007–08 administration of the National Center for Education Statistics’ Schools and Staffing Survey.
|NCEE 20094044||An Evaluation of Teachers Trained Through Different Routes to Certification
The restricted-use file for this study contains data for the 2004-05 and 2005-06 school years including demographic data on schools, alternative certification route program information, teacher surveys of teacher training program experiences and teacher background data, classroom observations of teacher practices, and student demographic data and math and reading achievement for elementary school students.
|NCEE 20094073||Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study
The restricted-use file for this study includes data from the 2005-06 and 2006-07 school years including background information on teachers and mentors, measures of teacher induction support, and student achievement data, as well as classroom observation data collected in spring 2006 and teacher retention data collected through Fall 2007 (the beginning of teachers' third year in the classroom).
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