This article provides a replication study of the National Writing Project's College, Career, & Community Writers Program (C3WP), which was found to be effective at improving student writing quality in two prior studies. C3WP is designed to improve students' source-based argument writing through intensive teacher professional development,…

In the wake of the COVID-19 pandemic, educational systems worldwide have faced unprecedented challenges, particularly concerning the support of students based on traditional face-to-face instruction. This study focused on the concerns surrounding 2nd grade students at LEA and DRA, two urban elementary schools, who have faced multiple layers of…

The purpose of this non-experimental, quantitative study was to determine the effectiveness of one-to-one device initiatives in a secondary school setting. Not only was this study focused on the academic achievement of all students, but also the impact of such initiatives on the academic achievement in the free and reduced lunch population. The…

This study aims to understand how women's voices can be empowered in a high school English Language Arts (ELA) class. Through the use of female authors and female protagonists in the classroom texts, this study seeks to understand if implementing female-driven texts enhances female students' literary experiences, empowers the personal identities…

This paper employs a mixed research methodology, integrating a questionnaire survey and sample interviews, to assess the current state of digital competence and identify the factors influencing it among international Chinese pre-service teachers. Building upon the authoritative model framework, this study developed a questionnaire on the digital…

Although several longitudinal studies have confirmed that need-supportive teacher behaviour shapes intrinsic motivation in school, longitudinal studies on its role for intrinsic reading motivation are lacking. To fill in this gap, this study investigated whether changes in selected aspects of student-perceived teacher need-supportive behaviour in…

The Vermont Agency of Education (AOE) has invested in a multifaceted effort to improve and sustain literacy outcomes for all students to address the declining literacy rates in Vermont. This project summary describes how the Region 1 Comprehensive Center partnered with the AOE to develop an early literacy playbook to operationalize the Blueprint…

The digital is inextricably woven across people's everyday lives and literacy practices, and English educators are tasked with preparing students to be critical, ethical, and agentic inventors and consumers of digital text. What has crystallized for English educators is an awareness that facilitating "digital discourse"--or the multiple…

Many secondary English language arts (ELA) teachers are aware of the recent bills aimed at controlling which texts are available to students, how those texts are taught, and classroom discourse on issues like racism and rights for members of LGBTQIA+ communities. In the face of book bans and attempts to control classroom discourse, this article…

According to the content found on its website, AVID has conducted studies to evaluate the academic performance of AVID students when compared to their non-AVID peers. A distinct research endeavor was undertaken to evaluate the impact of introducing AVID Elementary within a small rural school district. This study focused on student academic…

Background: A common set of standards enables the sharing of curricular and professional development resources across state lines. In a previous study of state-provided standards resources for English/language arts, we identified the number of state educational agencies linking to different organizations' resources. We then identified the 10 most…

Background: Policymakers have debated whether test scores represent students' maximum level of effort, prompting research into whether student-level financial incentives can improve test scores. If cash incentives are shown to improve students' test performance, there can be questions as to whether test scores obtained in the absence of financial…

"Embracing Diversity" is about the craft of teaching, with a particular focus on celebrating the myriad of human identities through classic, contemporary, and unconventional texts. Secondary English language arts educators narrate their own experiences and provide insights by reflecting on aspects of everyday pedagogy. Featuring a rich…

In fall 2017, TNTP received a $7.8 million Mid-phase Education Innovation and Research grant from the U.S. Department of Education to implement its Turnaround Leadership Teams Strategy (TLTS), a whole-school reform model that provides training and support to cohorts of principals, school leadership teams, and teachers. Under the grant, TNTP worked…

To comply with the Every Student Succeeds Act of 2015 and related U.S. Department of Education peer review guidance, state education agencies must provide evidence demonstrating clear alignment (technically referred to as correspondence) between their K-12 English language proficiency standards and their academic content standards. This technical…