eric.ed.gov har udgivet: Although some research-based educational practices have shown promise, many fail to be implemented at a scale that affects more than a small proportion of children. Further, research on interventions for young children includes mixed results, with most documenting “fadeout” of effects after several years, but some showing lasting effects. In this study, the authors evaluated the long-term impacts of a model for scaling up early interventions, in this case a successful early mathematics curriculum, testing to see whether the originally-sustained impacts persisted up to 7 years beyond baseline. The original evaluation of TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) employed a cluster randomized trial (CRT) design to test the effectiveness of the TRIAD scale-up approach, using the Building Blocks® early mathematics curriculum (BB) in preschool. In… Continue Reading →
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eric.ed.gov har udgivet: As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5000 Introduction to Inquiry course or the Education 5010 Methods of Educational Research course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 5900 course is conducted through the use of an online, course… Continue Reading →
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eric.ed.gov har udgivet: One important reason early childhood education contributes to the overall success of students in the K-12 system is that it helps students start kindergarten better prepared. Every kindergartener entering a public school in Arkansas is given the Qualls Early Learning Inventory (QELI). This is a developmentally appropriate assessment that observes known cognitive knowledge and classroom behaviors that are linked to success in school. It also provides a snapshot of how prepared students are entering kindergarten. The QELI has six areas of assessment: General Knowledge, Oral Communication, Written Language, Math Concepts, Work Habits, and Attentive Behaviors. Through a series of observations and questions, teachers determine if the student is Not Developed, Developing, or Developed in each of the six areas. QELI scores for 130,583 students from 2008-2012 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: The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in the 2010-11 school year, when the children in the sample were in kindergarten, and will continue through the spring of 2016, when most of the children in the sample are expected to be in fifth grade. This brief report provides information from the data collection conducted in the spring of 2014, when the majority of the students were in third grade. The ECLS-K:2011 provides information on students’ status at school entry, on their transition into school, and… 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: The 2012 study, “Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies,” examined the effects of “Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD),” a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. “TRIAD” is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure these effects, two versions of the intervention were delivered: (a) “TRIAD” no follow-through (“TRIAD-NFT”), where children only received “TRIAD” in preschool; and (b) “TRIAD” follow-through (“TRIAD-FT”), where children received “TRIAD” in both preschool and kindergarten. Forty-two schools from Buffalo, NY, and Boston, MA were… Continue Reading →
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eric.ed.gov har udgivet: This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia’s Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children’s skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations… Continue Reading →
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eric.ed.gov har udgivet: The field of early childhood holds promising keys to unlocking many of the mysteries in learning. Educators in the field, given the right tools, have the potential to have a profound impact on the long-term success of their students. The design of this curriculum comes directly out of the incredible possibilities set in motion while exploring this field. Early childhood programs have three essential components or learners. Primary learners are the child, the parent(s) and the teacher. In order to best serve the child, early childhood programs must not only focus on the curriculum and programmatic issues, but must also spend time training staff and providing learning opportunities for parents. Successful early childhood programs aim to employ the most effective resources available to meet the needs of… Continue Reading →
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eric.ed.gov har udgivet: Teacher education preparation programs are under pressure from the public to provide evidence that their programs and teacher candidates are improving student achievement. However, the connections between teacher education preparation programs, teacher candidates’ evaluation, and student achievement are often hard to disentangle from other educationally relevant effects. Teacher candidates were formally assessed by their university supervisor during their student teaching semester. Using Western Oregon University’s teacher work sample methodology, we were able to assess the achievement of the teacher candidate’s students. Results showed that students of teacher candidates’ showed 52% gains in knowledge of learning goals. Additionally, improvement in teacher candidate’s teaching ability as measured on an observation instrument was associated with higher gains by their students on the learning goals. Lastly, teacher candidates assessing their students’… Continue Reading →
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