This paper advocates the use of the Dynamic Approach (DA) to promote Student Self-Assessment (SSA) for formative purposes. DA is based on the assumption that professional development should be differentiated to meet teachers' needs, while engaging them into guided critical reflection. A sample of 45 teachers was randomly allocated into two groups:…

Using a low inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development [VPD] on fidelity of implementation across conditions in a randomized control trial validation study implemented in seven Texas school districts. The observations were collected three time in the…

We present main effects of treatment and moderating effects of student background on science and engineering outcomes for grades 3-5 children participating in an engineering intervention. Data is from a large-scale randomized-controlled trial of two matched pairs (intervention and comparison) of engineering units. The intervention curriculum…

Building Assets Reducing Risks (BARR) is a social emotional model that achieves academic outcomes through combining use of real-time student data with proven relationship-building strategies and intensive teacher collaboration to prevent course failure. BARR is a recipient of US Department of Education "Investing in Innovation (i3)"…

The main goal of the Learning and Teaching Geometry (LTG) project is to build professional development (PD) materials that provide opportunities for teachers to engage in learning about geometric similarity through the use of video cases, in which specific and increasingly complex mathematical ideas are presented within the dynamics of classroom…

In this presentation, we introduce a conceptual framework for in-service professional development--the Whole Teacher approach, which attends simultaneously to the attitudes, knowledge, and practice of a teacher's growth. Putting the framework in operation, we describe a project designed to improve teachers' competence and increase children's…

Districts expend a considerable amount of time, effort, and resources providing student performance data to teachers to inform instruction, and examining those data for organizational decision-making. Yet rarely, if ever, are these outcome data connected to what goes on in classrooms. In this experimental study, the author reports on the…

This study examined the effects of peer coaching on elementary school teachers' professional attitudes and beliefs. Peer coaching programs are nonevaluative and are based on observation of classroom teaching followed by constructive feedback aimed at improving instructional techniques. An experimental group of teachers (n=23) voluntarily receiving…