Categories

Tag: working

  • Educational practitioners: Absent voices in the building of educational theory (Working Paper No. 170).

    1/1/87 - Evans, C., Stubbs, m., Frechette, P., Neely, C., & Warner, J.
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    Engaging older youth: Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time

    1/5/10 - Sarah N. Deschenes, Amy Arbreton, Priscilla M. Little, Carla Herrera, Jean Baldwin Grossman, Heather B. Weiss, Diana Lee

    "It’s not just elementary school children who can benefit from strong after-school and other out-of-school time (OST) programs; middle- and high-school students stand to gain as well. But programs have found it is much tougher to recruit older than younger youth and make sure they participate in OST activities regularly. This study looks at almost 200 programs serving mostly disadvantaged young people in six cities that are building systems of out-of-school time programs. Delving into how...

  • Evaluation of Quality Teaching for English Learners (QTEL) Professional Development

    1/1/12 - Bos, J.M., Sanchez, R.C., Tseng, F., Rayyes, N., Ortiz, L., and Sinicrope, C.

    English language proficiency is critical to academic achievement in the United States. For several decades, educators and policymakers have explored strategies to ensure that English language learner students have access to rigorous academic content as much as non–English language learner students. Educating English language learner students is a challenge that has become a civil rights issue and a topic of federal legislation. In 1968, Congress passed the Bilingual Education Act...

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    Fostering Emotional Literacy in Young Children: Labeling Emotions

    1/18/09 - G. Joseph , P. Strain, M. M. Ostrosky

    This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Emotional literacy is the ability to identify...

  • Generating Teaching Effectiveness: The Role of Job-Embedded Professional Learning in Teacher Evalution

    1/1/12 - Coggshall, J.G., Rasmussen, C., Colton, A., Milton, J. & Jacques, C., U.S. Department of Education

    State and district leaders across the country are working intensely to respond to legislation calling for revised teacher evaluation systems that incorporate multiple measures of student learning and teacher practice. Whether through strengthened accountability or more formative support, the primary goal of this work is the continuous improvement of teaching and learning. To meet this goal, teacher evaluation systems need to be designed and implemented with teacher learning and development...

  • Getting reform right: What works and what doesn't.

    1/1/92 - Fullan, M. G., & Miles, M. B.
  • Getting reform right: What works and what doesn't.

    1/1/92 - Fullen, M. and M. Miles
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    Guide to working with deaf and hard of hearing students

    1/14/09 - Western Region Outreach Center & Consortia at the National Center on Deafness,

    A pocket sized handbook for professors, high school teachers and vocational teachers new to interacting with Deaf and Hard of Hearing students. Topics include a general understanding of deafness, classroom accomodations, and communication tips.

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    Headsprout Early Reading

    1/30/09 - Institute of Education Sciences,

    The What Works Clearinghouse has released a review of the research on the effectiveness of the Headsprout Early Reading program.

  • High school students are all about computers but get little instruction in computer science

    4/23/14 - St. George, Donna

    Their lives swirl in technology, but the nation’s high school students spend little time studying the computer science that is the basis of it all. Few are taught to write lines of code, and few take classes that delve into the workings of the Internet or explain how to create an app. In a world that went digital long ago, computer science is not a staple of U.S. education, and some schools do not even offer a course on the subject, including 10 of 27 high schools in Virginia’s Fairfax...

  • Impact of Job Design Problems and Lack of Support (Working Paper #6).

    1/1/95 - Gersten, R., Keating, T., & Yovanoff, P.
  • Improving Mathematical Problem Solving in Grades 4 through 8: A practice Guide

    1/1/12 - Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K.R., & Ogbuehi, P., U.S. Department of Education

    This section provides information about the role of evidence in Institute of Education Sciences’ (IES) What Works Clearinghouse (WWC) practice guides. It describes how practice guide panels determine the level of evidence for each recommendation and explains the criteria for each of the three levels of evidence (strong evidence, moderate evidence, and minimal evidence).The level of evidence assigned to each recommendation in this practice guide represents the panel’s judgment of the...

  • Improving the Urban High School: What Works and Why.

    1/1/90 - Louis, K. S., & Miles, M. B.
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    Intervention: Ladders to Literacy (Adolescent Literacy)

    1/31/10 - What Works Clearinghouse

    Based on two studies, the WWC considers the extent of evidence for Cooperative Integrated Reading and Composition® on adolescent learners to be medium to large for the comprehension and general literacy achievement domains. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Cooperative Integrated Reading and Composition® on adolescent learners in the alphabetics or reading fluency domains.

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    Intervention: Ladders to Literacy (Early Childhood Education)

    1/31/10 - What Works Clearinghouse

    Based on two studies, the WWC considers the extent of evidence for Ladders to Literacy on preschool children to be medium to large for oral language and small for print knowledge, phonological processing, and math. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Ladders to Literacy on preschool children in the early reading/writing or cognition domains.

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    Lets Try: Conversation Cards

    1/14/10 - Ferguson, Dianne

    Conversation cards provide family members with information about the classroom schedule, the organization of the room, and common activities so they can ask more directed questions. This strategy works really well in elementary and sometimes middle schools to give families a way to hold a richer conversation with their children about the day’s events.

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