Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Active Learning | 6 |
| Curriculum Implementation | 6 |
| Grade 8 | 6 |
| Instructional Effectiveness | 5 |
| Grade 7 | 4 |
| Inquiry | 4 |
| Grade 6 | 3 |
| Middle School Students | 3 |
| Algebra | 2 |
| Educational Research | 2 |
| Elementary School Mathematics | 2 |
| More ▼ | |
Source
| What Works Clearinghouse | 2 |
| American Institutes for… | 1 |
| Journal of Education | 1 |
| Research in Science &… | 1 |
| Social Education | 1 |
Author
| Chauncey Monte-Sano | 1 |
| Doppelt, Yaron | 1 |
| Eltanahy, Marwa | 1 |
| Forawi, Sufian | 1 |
| Garcia-Piriz, Dionisio | 1 |
| LiCalsi, Christina | 1 |
| Mehalik, Matthew M. | 1 |
| Reese, Kelly | 1 |
| Reynolds, Birdy | 1 |
| Ryan E. Hughes | 1 |
| Schunn, Christian D. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 3 |
| Reports - Evaluative | 2 |
Education Level
| Grade 8 | 6 |
| Elementary Education | 5 |
| Junior High Schools | 5 |
| Middle Schools | 5 |
| Secondary Education | 5 |
| Grade 7 | 4 |
| Grade 6 | 3 |
| Intermediate Grades | 3 |
| Grade 9 | 2 |
| High Schools | 2 |
| Elementary Secondary Education | 1 |
| More ▼ | |
Audience
Location
| United Arab Emirates | 1 |
| Virginia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkChauncey Monte-Sano; Ryan E. Hughes – Social Education, 2024
Middle school social studies teachers are increasingly working on argument writing in their classrooms so that students can successfully write counterarguments that acknowledge competing perspectives about historical and social issues by the end of eighth grade. The authors' prior research indicates that eighth-grade students "can" grow…
Descriptors: Multilingualism, Social Studies, Writing Instruction, Middle School Students
Download full textWhat Works Clearinghouse, 2021
"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and…
Descriptors: Inquiry, Active Learning, Intervention, Experiential Learning
What Works Clearinghouse, 2021
"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and…
Descriptors: Inquiry, Active Learning, Intervention, Experiential Learning
Eltanahy, Marwa; Forawi, Sufian – Journal of Education, 2019
Inquiry-based learning (IBL) represents the student-centered approach that focuses on encouraging learners to scientifically construct new knowledge. The study aimed to explain science teachers' and students' perceptions about applying IBL in a private school in Dubai. Furthermore, to explore the degree to which the science textbook of Grade 8…
Descriptors: Science Teachers, Student Attitudes, Teacher Attitudes, Middle School Students
LiCalsi, Christina; Reese, Kelly; Garcia-Piriz, Dionisio – American Institutes for Research, 2019
Three central Virginia school districts and engineering education researchers at the University of Virginia were awarded an Investing in Innovation development grant to design, implement, test, and nationally disseminate a project-based engineering curriculum for middle school students. Referred to as invention kits, the curriculum is developed to…
Descriptors: Physical Sciences, Science Education, Engineering Education, Middle Schools
Doppelt, Yaron; Schunn, Christian D.; Silk, Eli M.; Mehalik, Matthew M.; Reynolds, Birdy; Ward, Erin – Research in Science & Technological Education, 2009
The focus of this research was an evaluation of the impact of teacher professional development (PD) on student achievement during implementation of a reform curriculum. The PD consisted of five four-hour workshop sessions distributed over the time teachers were implementing the reform curriculum in their classrooms. The research was conducted in a…
Descriptors: Urban Schools, Academic Achievement, Active Learning, Educational Change
