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Maeng, Jennifer L.; Bell, Randy L.; St. Clair, Tyler; Gonczi, Amanda L.; Whitworth, Brooke A. – International Journal of Science Education, 2018
This embedded mixed method study used a randomised controlled? trial design to examine two cohorts of upper (grades 4-6) elementary teachers' classroom implementation of nature of science (NOS) instruction following their participation in a statewide professional development (PD). The treatment group (n = 145) was compared to a control group (n =…
Descriptors: Elementary School Teachers, Elementary School Science, Scientific Principles, Science Instruction
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Waree, Chaiwat – International Education Studies, 2017
The purpose of the study was to develop a powerful and empowering guide (CBT) of elementary school teachers, to compare the ability of elementary school teachers. Management learning uses brain as a base. The experimental group with a control group the experimental group used in this research was a teacher at the grade level. 4-6 in province By…
Descriptors: Elementary School Teachers, Grade 4, Grade 5, Grade 6
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van der Scheer, Emmelien A.; Visscher, Adrie J. – Journal of Teacher Education, 2018
Data-based decision making (DBDM) is an important element of educational policy in many countries, as it is assumed that student achievement will improve if teachers worked in a data-based way. However, studies that evaluate rigorously the effects of DBDM on student achievement are scarce. In this study, the effects of an intensive…
Descriptors: Mathematics Achievement, Intervention, Decision Making, Management Information Systems
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Lachapelle, Cathy Pauline; Oh, Yoonkyung; Cunningham, Christine M. – AERA Online Paper Repository, 2017
We present main effects of treatment and moderating effects of student background on science and engineering outcomes for grades 3-5 children participating in an engineering intervention. Data is from a large-scale randomized-controlled trial of two matched pairs (intervention and comparison) of engineering units. The intervention curriculum…
Descriptors: Instructional Effectiveness, Engineering, Engineering Education, Intervention
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Taylor, Joseph A.; Roth, Kathleen; Wilson, Christopher D.; Stuhlsatz, Molly A. M.; Tipton, Elizabeth – Journal of Research on Educational Effectiveness, 2017
This article describes the effects of an analysis-of-practice professional development (PD) program on elementary school students' (Grades 4-6) science outcomes. The study design was a cluster-randomized trial with an analysis sample of 77 schools, 144 teachers and 2,823 students. Forty-two schools were randomly assigned to treatment, (88.5 hours)…
Descriptors: Faculty Development, Elementary School Science, Science Achievement, Elementary School Students
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Aaron Price, C.; Chiu, A. – International Journal of Science Education, 2018
We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards…
Descriptors: Urban Areas, Museums, Science Instruction, Science Teachers
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Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih; Wolfe, Christopher B.; Spitler, Mary Elaine; Weiss, Daniel – Society for Research on Educational Effectiveness, 2016
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…
Descriptors: Mathematics Achievement, Technology Uses in Education, Educational Technology, Intervention
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Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
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Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment's…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
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Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
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Jaciw, Andrew P.; Hegseth, Whitney Michelle; Lin, Li; Toby, Megan; Newman, Denis; Ma, Boya; Zacamy, Jenna – Journal of Research on Educational Effectiveness, 2016
This study investigates, through a cluster randomized trial, the impact of "Math in Focus," a core mathematics program modeled after instructional approaches used in Singapore, on third- through fifth-grade students' achievement in mathematics. The program is currently being used in more than 400 school districts in the United States.…
Descriptors: Foreign Countries, Randomized Controlled Trials, Mathematics Instruction, Grade 3
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Starkey, Leighann; Aber, J. Lawrence; Johnston, Brian M. – Society for Research on Educational Effectiveness, 2014
Mastering basic numeracy and literacy skills is one of the most fundamental goals of education. However, it is estimated that 250 million primary-school-age children lack basic reading, writing and math skills (UN, 2013). Children living in war and poverty stricken countries are among the least likely to attain those basic goals. The United States…
Descriptors: Foreign Countries, Mathematics Skills, Reading Skills, Randomized Controlled Trials