Publication Date
| In 2025 | 0 |
| Since 2024 | 3 |
Descriptor
Author
| Allan S. Cohen | 1 |
| Chandra Hawley Orrill | 1 |
| Gale A. Mentzer | 1 |
| James J. Kemple | 1 |
| Jingxian Li | 1 |
| Peter Paprzycki | 1 |
| Rebecca Unterman | 1 |
| Shaun M. Dougherty | 1 |
| Yasemin Copur-Gencturk | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
| Reports -… | 1 |
Education Level
| Elementary Education | 2 |
| Secondary Education | 2 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| High Schools | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
Audience
Location
| New York (New York) | 1 |
| Ohio (Toledo) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 3 |
Peer reviewed
Download full textGale A. Mentzer; Peter Paprzycki – Grantee Submission, 2024
Because standardized tests in science are not given to PreK-3 students in Ohio, this report examined the longitudinal effects of learning from a teacher who had participated in the NURTURES professional development program. Specifically, it looked at the effects on students' mathematics and reading learning in grades 2-5 and science learning in…
Descriptors: Longitudinal Studies, Program Evaluation, Program Effectiveness, Faculty Development
Direct linkJames J. Kemple; Rebecca Unterman; Shaun M. Dougherty – Research Alliance for New York City Schools, 2024
This report is the second in a series that presents evidence about the conditions under which Career and Technical Education (CTE) may be most and least effective and for whom. It focuses on a different set of schools: Comprehensive high schools in New York City (NYC) that offer CTE alongside other educational options. Like the CTE-Dedicated high…
Descriptors: High Schools, Vocational Education, Instructional Effectiveness, Educational Practices
Yasemin Copur-Gencturk; Jingxian Li; Allan S. Cohen; Chandra Hawley Orrill – Grantee Submission, 2024
Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a…
Descriptors: Professional Development, Electronic Learning, Individualized Instruction, Program Effectiveness
