Search Results: (1-15 of 26 records)
|REL 2016162||How to use the School Survey of Practices Associated with High Performance
Regional Educational Laboratory (REL) Midwest, in partnership with its School Turnaround Research Alliance, developed a survey that state education departments and school districts can use to measure the degree to which schools are engaging in practices associated with high performance. An extensive literature review was conducted to determine key domains of practices and policies (for example, effective leadership, curriculum, professional development, positive school culture, data practices) in which high-performing schools engage, and a search was conducted to assess existing surveys that measured similar key dimensions and supporting constructs. The psychometric validation of the survey was completed using classical test theory and item response theory analyses. The guide includes information regarding ways that principals and educators can use the survey, as well as the development of the survey and its psychometric validation. Educators can utilize the survey to identify and describe practices associated with high performance, compare practices across subgroups of schools, target schools for specific interventions, and design interventions to improve school performance.
|NCES 2016063||Teaching and Learning International Survey (TALIS) 2013 U.S. public-use data files and documentation
The TALIS 2013 U.S. public-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 U.S. TALIS 2013 data files are formatted so that they can be easily merged with the TALIS international data files, available from the OECD at http://stats.oecd.org/Index.aspx?datasetcode=talis_2013%20. 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.
|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 2015080||Instructional improvement cycle: A teacher's toolkit for collecting and analyzing data on instructional strategies
This toolkit, developed by REL Central in collaboration with York Public Schools in Nebraska, provides a process and tools to help teachers use data from their classroom assessments to evaluate promising practices. The toolkit provides teachers with guidance on how to deliberately apply and study one classroom strategy over the course of one unit and systematically document and compare results to consider the effects of a given instructional strategy on student learning. The process for testing the strategy uses a scientific approach by comparing the performance of students who receive the strategy to the performance of a similar group of students who do not receive the strategy. Teachers can use this information to reflect on their practice and consider adjustments to their instruction to increase student learning.
|REL 2015041||Coordination of Instructional Services by Washington Stateís Educational Service Districts
This REL Northwest study looked at the funding, delivery, and coordination of instructional services offered by Washington state's network of nine Educational Service Districts (ESDs). REL Northwest examined 13 statewide teaching and learning support areas, including the percentages of districts served, the funding for each service, and ESD perceptions of coordination of services. The study showed that while the network believes itís desirable to coordinate their services, the structures needed to do that arenít always in place. The findings can help inform similar education service agencies around the country, which provide services to 79 percent of public schools.
|NCES 2014038||Academic Libraries: 2012 First Look
This report summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.
|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.
|REL 2010095||What are the Characteristics, Qualifications, Roles, and Functions of School Support Teams? An Examination of Survey Results for Four Northwest Region States
School support teams work as external facilitators of improvement in schools and districts designated as in need of improvement under the No Child Left Behind Act. This study finds that team members in four Northwest regions states share many characteristics and qualifications and work primarily in schools, meeting with administrators on school improvement planning and implementation. Team members differ in time spent on the activities that support these functions.
|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.
|REL 2007023||The Distribution of Teaching and Learning Resources in California's Middle and High Schools
Access to important educational resources in California's middle and high schools is not equal among schools that serve different student populations. Overall, the most disadvantaged populations of middle and high school students are likely to have the least access to the resources necessary for learning.
|NCER 20072004||Organizing Instruction and Study to Improve Student Learning
This NCER Practice Guide is the third in a series of IES guides in education. This guide reflects an expert panel's consensus on some of the most important principles to emerge from research on learning and memory. The guide draws on the best available evidence and expertise to provide teachers with specific strategies for organizing instruction and students' studying of material to facilitate learning and remembering, and for helping students use what they have learned in new situations. The guide includes a set of concrete actions relating to the use of instructional and study time that are applicable to subjects that demand a great deal of content learning, including social studies, science, and mathematics. Along with seven recommendations for teachers, the panel also indicates the quality of evidence that supports each recommendation.
|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 studentsí 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 studentsí 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.
|NCES 2005865||Developments in School Finance: 2004
This report contains papers presented at the 2004 annual NCES Summer Data Conference. Discussions and presentations dealt with such topics as measuring school efficiency, analyzing the return on education investment, calculating education costs per student, and assessing the financial condition of school districts.
|NCES 2004325||Developments in School Finance: 2003
This report contains papers presented at the 2003 annual NCES Summer Data Conference. The scholars' papers address teacher turnover; financing urban schools; the costs of improving student performance; distinguishing good schools from bad in principle and practice; an evaluation of the efficacy of state adequacy and equity indicators; school finance reform in Vermont; and school accountability.
|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.