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 Pub Number  Title  Date
WWC QRGF0312 Quick Review of “Gathering Feedback for Teachers: Combining High-Quality Observations with Student Surveys and Achievement Gains”
This study examined five instruments used to assess the effectiveness of teacher practices based on classroom observations. The study first examined whether observers could reliably assess teachers with each instrument, and then examined how well each instrument, along with other information, predicted student achievement.
3/1/2012
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:
  • full-length videos of grade 8 mathematics and science teaching
  • transcripts (in original language and English)
  • background questionnaires
  • ancillary classroom materials (e.g., worksheets, textbook pages)
  • results of coding of the video data
Separately, two technical reports-one for the mathematics portion of the study and another for the science portion--are available on the NCES website for downloading (NCES 2003012 and NCES 2011049). The technical reports include information on how the study was conducted as well as the coding manual and a data user's guide.
2/16/2012
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.
7/27/2011
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.
5/3/2010
REL 2009076 Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students
Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes concerning the intellectual ability of the group. The report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their achievement gap with White students.
7/27/2009
NCES 2009033 Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades
This brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine (1) the amount of time that students’ public school teachers expected them to spend on reading/language arts and mathematics homework in first, third, and fifth grades; and (2) reports from parents of public school children of how often their children did homework at home in the first, third, and fifth grades. Teachers' expectations are reported by the percentage of minority students in the student's school and parents' reports are reported by the child's race/ethnicity. The findings indicate that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. In both subjects and in all grades, differences were found by the minority enrollment of the school. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening, whereas generally children in lower minority schools had teachers who expected less homework. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week.
12/2/2008
REL 2007038 Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read
The evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. But reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met evidence standards.
10/29/2007
REL 2007005 "Coach" Can Mean Many Things: Five Categories of Literacy Coaches in Reading First
Simply knowing that literacy coaches are in schools does not imply anything about how those individuals spend their time-there is a difference between being a coach and doing coaching.
7/2/2007
NCES 2006011 Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study
This Statistical Analysis report presents findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the United States, eighth-grade science lessons were characterized by a variety of activities that may engage students in doing science work, with less focus on connecting these activities to the development of science content ideas. A CD-ROM of video clips illustrating key factors examined in the study accompanies the report.
4/4/2006
NCES 2006017 Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching
This report presents key findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the United States, eighth-grade science lessons were characterized by a variety of activities that may engage students in doing science work, with less focus on connecting these activities to the development of science content ideas. The report is accompanied by a CD-ROM of video clips illustrating key factors examined in the study.
4/4/2006
NCES 2006031 Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners
This Research and Development (R&D) report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between kindergarten teachers' reports of their qualifications and instructional practices and direct assessments of children's reading and mathematics achievement during the kindergarten year. Using hierarchical linear modeling (HLM), the study estimated the degree to which specific aspects of teacher training-the teaching credential and coursework in pedagogy-and teaching experience were associated with student achievement. In addition, the study identified teacher-reported instructional practices associated with student achievement gains and examined the qualifications of teachers and aspects of teacher training that were related to the use of these practices. Spending more time on subject and working within a full-day kindergarten structure were found to be associated with relatively large gains in achievement. Also, certain teacher background variables—particularly the self-reported amount of coursework in methods of teaching reading and mathematics—were positively related to the teacher-reported frequency of various instructional practices that in turn were associated with higher achievement.
3/28/2006
NCES 2005083 Computer Technology in the Public School Classroom: Teacher Perspectives
This Issue Brief examines public school teacher views on technology in the classroom. Using data from the 2000–01 Teacher Follow-up Survey (TFS), the Brief reports on what types of technology teachers find essential and whether they consider technology sufficiently available in their classrooms. It also compares teacher opinions across various teacher characteristics. A majority of teachers (57 percent) considered their classroom technology sufficiently available.
3/11/2005
NCES 2003011 Highlights From the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching
The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examines classroom teaching practices through in-depth analysis of videotapes of eighth-grade mathematics lessons. More ambitious than the earlier TIMSS 1995 Video Study, the TIMSS 1999 Video Study provides rich descriptions of mathematics teaching as it is actually experienced by eighth-grade students in seven countries. In addition to the United States, participating countries include Australia, the Czech Republic, Hong Kong SAR, Japan, the Netherlands, and Switzerland. Students in these countries were generally among the top-performing students on the TIMSS 1995 mathematics assessment and, in particular, outperformed their U.S. counterparts. This document presents highlights of results, based on the full report (NCES 2003-013)
3/26/2003
NCES 2003013 Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study
The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examines classroom teaching practices through in-depth analysis of videotapes of eighth-grade mathematics lessons. More ambitious than the earlier TIMSS 1995 Video Study, the TIMSS 1999 Video Study provides rich descriptions of mathematics teaching as it is actually experienced by eighth-grade students in seven countries. In addition to the United States, participating countries include Australia, the Czech Republic, Hong Kong SAR, Japan, the Netherlands, and Switzerland. Students in these countries were generally among the top-performing students on the TIMSS 1995 mathematics assessment and, in particular, outperformed their U.S. counterparts. This report presents initial results from the study.
3/26/2003
NCES 200206 The Measurement of Instructional Background indicators: Cognitive Laboratory Investigations of the Responses of Fourth and Eighth Grade Students and Teachers to Questionnaire Items
To improve the National Assessment of Educational Progress (NAEP), cognitive lab interviews were conducted with 4th- and 8th-grade students and their teachers to evaluate the validity of responses to background and instructional questions. Frequent discrepancies were found between students' and teachers' responses to the same questions. Causes are analyzed, and the paper contains recommendations for collecting more valid information.
9/5/2002
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