eric.ed.gov har udgivet: As the use of online courses in high schools increases rapidly across the United States, schools are using courses from a multitude of sources to achieve a variety of educational goals. Policies and practices for monitoring student progress and success in online courses are also diverse. Yet few states formally track or report student participation in online learning. Iowa and Wisconsin are among the states that do not track such information. This study analyzed data from a survey developed to describe how and why brick-and-mortar public high schools in Iowa and Wisconsin use online learning for their students. The survey, developed by Regional Educational Laboratory Midwest in collaboration with members of its Virtual Education Research Alliance, reflects the need for better information about the basic characteristics of… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2012-2013 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the quality of the program and the outcomes for children, along with comparisons to previous years. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality?; (3) What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes?; and (4) To what extent have there been any changes over time in these results? To address these questions, information was gathered from multiple sources, including monthly service reports, teacher surveys, observations of classroom… Continue Reading →
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eric.ed.gov har udgivet: Child care quality is usually measured along two dimensions–structural and process. In this paper the authors focus on process quality–the quality of child care center instructional practices and teacher interactions with students. They use an instrumental variables technique to estimate the effect of child care center process quality on academic achievement for children. They use a national data set, focusing on low-income children, to examine the effects of high process quality child care on math, reading and vocabulary outcomes for preschool children. The goal is to discover the causal effect of process quality on children’s academic outcomes in the preschool years. The present study is an analysis of secondary data collected at different sites around the country, which is described in detail here. Data from the Preschool… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this 4-year efficacy trial, funded by IES under the Mathematics and Science Education topic, is to study the efficacy of a (Tier 1) core kindergarten math curriculum, “Early Learning in Mathematics” (ELM), when implemented under rigorous experimental conditions. In the first year of this study (2008-09), kindergarten classrooms were randomly assigned, blocking on schools, to treatment and control conditions in two districts in Oregon. There are two primary purposes of this presentation. The first is to briefly present impact findings from the first year of the 4-year study. The second focus of the presentation will be to discuss procedural fidelity and variations in the quality of implementation of the intervention. The focus of the discussion will be on the nature of the association between… Continue Reading →
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eric.ed.gov har udgivet: This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and social studies classes. Previous research found significant positive effects of WG on classroom discussion quality, and this study extends that work by examining whether specific classroom interactions that are integral to the WG program, such as those promoting analysis and inquiry or engaging adolescent perspectives, are higher quality in WG classrooms as compared to control classrooms. As part of the Institute of Education Sciences funded project “Catalyzing Comprehension through Discussion and Debate” (CCDD), the data for this study were… Continue Reading →
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eric.ed.gov har udgivet: The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and end of NC Pre-K (2012- 2013) and kindergarten (2013-2014) to examine their growth in skills. Researchers conducted individual assessments of children’s language, literacy, math, and general knowledge skills and gathered teacher ratings of behavior skills. For 119 Spanish-speaking dual language learners (DLLs) in the sample, parallel assessments were conducted in both English and Spanish to examine their progress when measured in both languages. In addition, program characteristics and services were examined for the 2013-2014 NC Pre-K… Continue Reading →
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eric.ed.gov har udgivet: Almost half of Tennessee’s students are not on grade level in reading and math by the time they complete third grade, and very few of those students achieve proficiency in later grades. To combat this trend and support the skill development and academic achievement of all students, Tennessee has adopted a framework for addressing individual learning needs called Response to Instruction and Intervention (RTI[superscript 2]). RTI[superscript 2] promotes the use of research-based, high-quality instruction and interventions and provides an integrated, seamless model that supports student progress at every level. Statewide implementation of RTI[superscript 2] occurred in elementary schools in 2014-15. According to educator reports, elementary schools have embraced the RTI[superscript 2] framework, incorporating its key components into their daily routines. Despite schools’ concerted efforts to implement RTI[superscript… Continue Reading →
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eric.ed.gov har udgivet: This report focuses on the results of the second year of this longitudinal study–the 2014-2015 Georgia’s Pre-K Program Evaluation. The purpose of this evaluation study was to examine initial longitudinal outcomes related to school readiness for children and the quality of their classrooms from pre-k through kindergarten. The primary evaluation questions addressed included: (1) What are the learning outcomes through kindergarten for children attending Georgia’s Pre-K Program; (2) What factors predict better learning outcomes for children; and (3) What is the quality of children’s experiences in pre-k and kindergarten? To address these questions, the evaluation study included a sample of 1,169 children (139 Spanish-speaking dual language learners/DLLs) attending a random sample of 199 Georgia’s Pre-K classrooms in year 1, and 1,034 of these children (118 Spanish-speaking DLLs)… Continue Reading →
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eric.ed.gov har udgivet: Over the past seven years, research teams from the National Research Center for Career and Technical Education (NRCCTE) have been at work testing curriculum integration models. Each of three studies–Math-in-CTE, Authentic Literacy-in-CTE, and Science-in-CTE–has focused on the development of pedagogic frameworks and delivery of professional development. An unintended but powerful outcome of this research has been a growing respect between the career and technical education (CTE) and academic worlds and changing perspectives about CTE and its contribution to student academic achievement. Link til kilde
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eric.ed.gov har udgivet: Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Ensuring Teaching Quality in a Civil Rights Context (Bradley Scott); (2) An Unspoken Culture Clash–The Deeper Culprit of Teacher Beliefs (Veronica Betancourt and Kristin Grayson); (3) Texas Accountability–A Fast Track for Some; A Dead End for Others (Josie Danini Cortez); and (4) How One Group of Families Explored Clues about their Children’s Math Education (Aurelio M. Montemayor). (Individual articles contain resources.) Link til kilde
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