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Peer reviewed
Direct linkHughes, Joan E.; Liu, Sa; Lim, Mihyun – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2016
This 7-year, cross-sectional study of a 1:1 laptop teacher preparatory program in the United States examined the nature and change in faculty technological modeling. Using survey methods, preservice teachers (n = 932) reported their faculty's use of technological activities in coursework. Through descriptive statistics, chi-square tests, and…
Descriptors: Preservice Teacher Education, Technology Uses in Education, Student Teacher Attitudes, Student Evaluation of Teacher Performance
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Download full textNichols, Timothy; Ailts, Jacob; Chang, Kuo-Liang – Honors in Practice, 2016
This study gathered, analyzed, and compared perspectives of students who were honors-eligible but never began the program, students who began in honors and discontinued their enrollment, and those who were persisting in honors. Broadly speaking (and not surprisingly), the responses of students persisting in honors reflected the most positive…
Descriptors: Higher Education, College Students, School Holding Power, Honors Curriculum
Kilion, Joellen – Journal of Staff Development, 2016
Joellen Killion is senior advisor to Learning Forward. In each issue of JSD, Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. The study presented here builds on past research about the relationships between teacher practice and beliefs, teacher…
Descriptors: Technology Uses in Education, Educational Technology, Faculty Development, Pedagogical Content Knowledge
Chien, Chiying – Universal Journal of Educational Research, 2016
The Teaching Resources Center (TRC) was developed at the university as an integrated project funded by the Ministry of Education. The focus of the TRC is not only on enhancing students' motivation in self-access study and written English, but also on providing the resources for research and information to develop lifelong learners and independent…
Descriptors: Foreign Countries, Teacher Centers, Teaching Methods, Lifelong Learning
Gallagher, H. Alix; Arshan, Nicole; Woodworth, Katrina – Society for Research on Educational Effectiveness, 2016
Writing is an essential skill for participating in modern American society. Although it is crucial to careers and civic engagement, student writing falls far short of national expectations (College Board, 2004; NCES, 2012; Persky, Daane, & Jin, 2003). The Common Core State Standards (CCSS) seek to increase the rigor of writing instruction…
Descriptors: Program Evaluation, Program Effectiveness, Writing Instruction, National Programs
Card, David; Giuliano, Laura – Grantee Submission, 2016
We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate "gifted/high achiever" classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (1) a rank-based regression…
Descriptors: Track System (Education), High Achievement, Minority Group Students, Urban Schools
Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul – National Center for Education Evaluation and Regional Assistance, 2016
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students' achievement. The report on which this snapshot is based…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul – National Center for Education Evaluation and Regional Assistance, 2016
Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul – National Center for Education Evaluation and Regional Assistance, 2016
Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
Tupan-Wenno, Mary; Camilleri, Anthony Fisher; Fröhlich, Melanie; King, Sadie – Online Submission, 2016
Despite all intentions in the course of the Bologna Process and decades of investment into improving the social dimension, results in many national and international studies show that inequity remains stubbornly persistent, and that inequity based on socio-economic status, parental education, gender, country-of-origin, rural background and more…
Descriptors: Higher Education, Equal Education, Foreign Countries, Educational Change
Stallings, D. T.; Weiss, Sara P.; Maser, Robert H.; Stanhope, Daniel; Starcke, Matthew; Li, Difei – Regional Educational Laboratory Southeast, 2016
Across the Regional Educational Laboratory Southeast Region there is growing interest in strengthening the presence of online learning in all public schools to help equalize education opportunities for all students and prepare students for a digital future. For instance, the North Carolina General Assembly has required that the state transition to…
Descriptors: Outcomes of Education, Virtual Classrooms, Public Schools, Credits
Pfiffner, L. J.; Rooney, M.; Haack, L.; Villodas, M.; Delucchi, K.; McBurnett, K. – Grantee Submission, 2016
Objectives: This study evaluated the efficacy of a novel psychosocial intervention (Collaborative Life Skills, CLS) for primary-school students with ADHD symptoms. CLS is a 12-week program consisting of integrated school, parent, and student treatments delivered by school-based mental health providers. Using a cluster randomized design, CLS was…
Descriptors: Randomized Controlled Trials, Intervention, Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders)
Barnett, Joshua H.; Hudgens, Tanée M.; Logis, Handrea A.; Alexander, Jessica L. – National Institute for Excellence in Teaching, 2016
Researchers at NIET [National Institute for Excellence in Teaching] and elsewhere have studied the effectiveness of TAP™: The System for Teacher and Student Advancement in raising student achievement, improving the quality of instruction, and increasing the ability of high-need schools to recruit, retain and support effective teachers. This…
Descriptors: Program Effectiveness, Academic Achievement, Educational Quality, Teacher Recruitment
National Education Association, 2016
This paper examines poverty's impact on student physical health, socioemotional health, and the brain. Further, although children spend only 20 percent of their time in school, this paper examines the school's role in student development, as well as proposes effective policies and programs that go beyond the classroom.
Descriptors: Poverty, Low Income Students, Disadvantaged Youth, Family Environment
