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Download full textJodee A. Prudente; MaryAnn Demchak – Rural Educator, 2025
The use of program quality indicators (QIs) for teaching students with an intellectual disability (ID) is essential in meeting student needs and accessing curriculum. Principals who oversee and evaluate teachers of students with ID play a critical role in the implementation of QIs. A cross-sectional survey was conducted to investigate rural school…
Descriptors: Principals, Rural Schools, Administrator Attitudes, Students with Disabilities
Direct linkChampagne, Erica; Therriault, Susan Bowles – State Education Standard, 2018
The Massachusetts Department of Elementary and Secondary Education (ESE) and the Massachusetts Board of Elementary and Secondary Education are deeply committed to ensuring that every student in the state has access to a high-quality education, and they have combined this commitment with an openness to innovation. After just one year of School…
Descriptors: Elementary Secondary Education, Educational Quality, Educational Improvement, School Turnaround
Frizzell, Matthew; Rentner, Diane Stark; Kober, Nancy; Braun, Matthew; Ferguson, Maria – Center on Education Policy, 2017
This report serves as a legacy document for the Ford Foundation's More and Better Learning Time (MBLT) initiative. It summarizes the approaches to and outcomes and challenges of successful MBLT strategies around the country. The report includes data from a survey for Ford Foundation MBLT grantees across the country and from case studies in Denver,…
Descriptors: Teaching Methods, Outcomes of Education, Case Studies, Grants
Paeplow, Colleen – Wake County Public School System, 2015
In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…
Descriptors: Reading Achievement, Reading Instruction, Program Descriptions, Program Implementation
Miller, Susan P.; Mancl, Dustin B.; Ferreira, Daniell; Kennedy, Meghan – School-University Partnerships, 2012
The purpose of this article is to share information related to the emergence of mathematics renewal (i.e., enhancing teacher instruction) for struggling learners within an elementary PDS. Specifically, background related to the PDS and three phases of the renewal process are discussed (i.e., identification of needs, implementation of new…
Descriptors: Teaching Methods, Professional Development Schools, Elementary Schools, Mathematics Instruction
Pearl, Cynthia; Dieker, Lisa Ann; Kirkpatrick, Rose Merry – Professional Development in Education, 2012
The Arkansas Department of Education Co-teaching Project was designed to assist Arkansas schools in the implementation of more inclusive service delivery models for students with disabilities. The project began due to a need to increase the number of students being served in less restrictive environments, but evolved into a systematic statewide…
Descriptors: State Programs, Disabilities, Professional Development, Technical Assistance
Bragg, Debra D.; Harmon, Timothy; Kirby, Catherine L.; Kim, Sujung – Office of Community College Research and Leadership, 2009
This report provides initial results of Illinois' Shifting Gears Initiative that operated between July 1, 2007 and June 30, 2009. This mixed method (qualitative and quantitative) evaluation sought to accomplish three goals: (1) to assess program and student outcomes for two models (adult education and developmental education) for two target groups…
Descriptors: Outcomes of Education, Adult Education, Program Implementation, Teaching Methods
Benjamin, Elissa M. – ProQuest LLC, 2011
The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general…
Descriptors: Teacher Responsibility, General Education, Learning Disabilities, Educational Improvement
Mohayidin, Mohd Ghazali; Suandi, Turiman; Mustapha, Ghazali; Konting, Mohd. Majid; Kamaruddin, Norfaryanti; Man, Nor Azirawani; Adam, Azura; Abdullah, Siti Norziah – International Education Studies, 2008
The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…
Descriptors: Foreign Countries, Outcome Based Education, Academic Achievement, Program Implementation
Coulon, Arnaud – European Training Foundation, 2009
Teacher and trainer training is one of the most important determinants of the success of reforms in technical and vocational education and training (TVET) systems in recent years in the Mediterranean region. This is based upon the assumption that the role of teachers and trainers in the reform of TVET is a dual one; that of stakeholder and…
Descriptors: Vocational Education, Teaching Methods, Electronic Learning, Comparative Analysis
