The primary purpose of this mixed methods study was to explore relationships between Tennessee Competency Attainment Rubric (CAR) professional development and teachers' perceptions of changes in instruction, expectations for student performance, and understanding of proficiency. The study is the result of a collaborative effort with the Tennessee…

The primary purpose of this mixed methods study was to explore relationships between Tennessee Competency Attainment Rubric (CAR) professional development and teachers' perceptions of changes in instruction, expectations for student performance, and understanding of proficiency. The study is the result of a collaborative effort with the Tennessee…

The primary purpose of this mixed methods study was to explore relationships between Tennessee Competency Attainment Rubric (CAR) professional development and teachers' perceptions of changes in instruction, expectations for student performance, and understanding of proficiency. The study is the result of a collaborative effort with the Tennessee…

Major federal education initiatives, including the No Child Left Behind Act of 2001, have highlighted the importance of teacher quality in improving student achievement. The federal government has committed significant funding and resources to professional development programs for teachers through Title II of the Act and other initiatives. There…

A FIPSE-funded project was designed to provide support and training to community college faculty electronically, and to develop a model to offer innovative, interactive strategies to support their students' academic and career needs. The goal of the mentoring/coaching program has been to support instructors in their online efforts, provide…

This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or…

American Institutes for Research (AIR) conducted an evaluation of the effect on struggling readers of implementing the READ 180 reading intervention in five participating schools in Milwaukee Public Schools (MPS) under a Striving Readers grant from the U.S. Department of Education. The evaluation used an experimental design in order to produce a…

This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and…

The POWERSOURCE[C] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any on-going mathematics curriculum to improve teachers' knowledge and practice and, in turn, student learning. Combining theory and research in cognition, assessment and learning (for both adults and students) with…

The current interest in using data-driven decision-making in schools has focused on how best to use student achievement data to meet the demands of current accountability requirements. The purpose of this study was to investigate promising practices specific to school leaders' use of data-driven decision-making for school improvement at two…

New Leaders created the Effective Practice Incentive Community (EPIC) initiative in 2006 to learn from educators driving achievement gains in high-need urban schools. EPIC identifies school leaders and teachers whose students are making significant achievement gains and financially rewards these educators in exchange for sharing and documenting…

This paper explores three influences on the effectiveness of teacher professional development for improving schools--the individual teacher, the learning activities in which teachers participate and the structures and supports provided by schools for teacher learning. It does so by relying on survey data collected for a national study of teacher…

This article describes a study that aimed to answer the following question: "Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?" Forty-eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a…

This study extends teacher coaching with written performance feedback as a means to increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high school level. Three inclusion math teachers increased their use of BSPS during mathematics instruction. On-task intervals and frequency of BSPS were measured throughout the…

This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment,…