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Download full textMay, Henry; Blackman, Horatio; Van Horne, Sam; Tilley, Katherine; Farley-Ripple, Elizabeth N.; Shewchuk, Samantha; Agboh, Darren; Micklos, Deborah Amsden – Center for Research Use in Education, 2022
In this technical report, the Center for Research Use in Education (CRUE) presents the methodological design of a large-scale quantitative investigation of research use by school-based practitioners through the "Survey of Evidence in Education for Schools (SEE-S)." It documents the major technical aspects of the development of SEE-S,…
Descriptors: Surveys, Schools, Educational Research, Research Utilization
Peer reviewed
Direct linkIngersoll, Richard; Merrill, Lisa; May, Henry – Educational Leadership, 2012
Using data from the 2003-04 Schools and Staffing Survey, the authors studied how various aspects of teacher preparation affect the retention of new teachers--specifically mathematics and science teachers. They found that the preparation of new mathematics and science teachers differs from that of other new teachers in various respects, but factors…
Descriptors: Teaching Methods, Science Teachers, Teacher Persistence, Teacher Education
May, Henry; Sirinides, Philip; Gray, Abby; Davila, Heather Goldsworthy; Sam, Cecile; Blalock, Toscha; Blackman, Horatio; Anderson-Clark, Helen; Schiera, Andrew J. – Society for Research on Educational Effectiveness, 2015
As part of the 2010 economic stimulus, a $55 million "Investing in Innovation" (i3) grant from the US Department of Education was awarded to scale up Reading Recovery across the nation. This paper presents the final round of results from the large-scale, mixed methods randomized evaluation of the implementation and impacts of Reading…
Descriptors: Reading Programs, Program Evaluation, Reading Achievement, Mixed Methods Research
May, Henry – Society for Research on Educational Effectiveness, 2014
Interest in variation in program impacts--How big is it? What might explain it?--has inspired recent work on the analysis of data from multi-site experiments. One critical aspect of this problem involves the use of random or fixed effect estimates to visualize the distribution of impact estimates across a sample of sites. Unfortunately, unless the…
Descriptors: Educational Research, Program Effectiveness, Research Problems, Computation
May, Henry; Gray, Abigail; Sirinides, Philip; Goldsworthy, Heather; Armijo, Michael; Sam, Cecile; Gillespie, Jessica N.; Tognatta, Namrata – American Educational Research Journal, 2015
Reading Recovery (RR) is a short-term, one-to-one intervention designed to help the lowest achieving readers in first grade. This article presents first-year results from the multisite randomized controlled trial (RCT) and implementation study under the $55 million Investing in Innovation (i3) Scale-Up Project. For the 2011-2012 school year, the…
Descriptors: Reading Programs, Reading Instruction, Intervention, Grade 1
Porter, Andrew C.; Polikoff, Morgan S.; Goldring, Ellen B.; Murphy, Joseph; Elliott, Stephen N.; May, Henry – Elementary School Journal, 2010
The Vanderbilt Assessment of Leadership in Education (VAL-ED) is a multirater assessment of principals' learning-centered leadership. The instrument was developed based on the Standards for Educational and Psychological Testing. In this article, we report on the validity and reliability evidence for the VAL-ED accumulated in a national field…
Descriptors: Psychological Testing, Test Validity, Leadership, Principals
Supovitz, Jonathan; Sirinides, Philip; May, Henry – Educational Administration Quarterly, 2010
This paper examines the effects of principal leadership and peer teacher influence on teachers' instructional practice and student learning. Using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007, the study employs multilevel structural equation modeling to examine…
Descriptors: Principals, Instructional Leadership, Teacher Leadership, Peer Influence
