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Download full textKnotts, Angela; Seago, Nanette; DePiper, Jill Neumayer – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
Asynchronous, online mathematics teacher professional development (PD) was designed to align with research on teacher professional learning as well as to support Communities of Inquiry (e.g., Garrison et al., 2000). The intervention included two actively facilitated formats and a structured independent condition, where facilitation was integrated…
Descriptors: Communities of Practice, Mathematics Instruction, Intervention, Teacher Attitudes
Direct linkPittman, Alison F. – Journal of School Nursing, 2020
This study examined the effect of a 10-week activity tracker, companion social website, and text messaging intervention on body mass index (BMI), body fat percentage, physical fitness, and physical activity (PA) self-efficacy of children. Children (n = 98) were assigned to one of three groups: activity tracker group, text messaging group, and…
Descriptors: Physical Activity Level, Web Sites, Intervention, Body Composition
Sharp Donahoo, Lori M.; Siegrist, Beverly; Garrett-Wright, Dawn – Journal of School Nursing, 2018
Alternative therapies are promising nursing interventions for improvement of compassion fatigue in educators working in special education. A convenience sample of 27 teachers and professional staff working in special education participated in a quasi-experimental pilot study and completed a pre/posttest of demographic questions, the Perceived…
Descriptors: School Nurses, Fatigue (Biology), Metacognition, Religious Factors
Wang, Jia; Herman, Joan L.; Epstein, Scott; Leon, Seth; La Torre, Deborah; Bozeman, Velette – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2020
Engaged in the evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results…
Descriptors: Comparative Analysis, Literacy Education, Program Evaluation, Program Effectiveness
Wang, Jia; Herman, Joan L.; Epstein, Scott; Leon, Seth; La Torre, Deborah; Bozeman, Velette – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2020
Engaged inthe evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results on…
Descriptors: Comparative Analysis, Literacy Education, Program Evaluation, Program Effectiveness
Wang, Jia; Herman, Joan L.; Epstein, Scott; Leon, Seth; La Torre, Deborah; Chang, Sandy; Bozeman, Velette; Haubner, Julie – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2019
The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their…
Descriptors: College Readiness, Career Readiness, Literacy Education, Teaching Methods
McKeown, Debra; Kimball, Kathleen; Ledford, Jennifer – Education and Treatment of Children, 2015
Young writers, especially students with disabilities, have difficulty writing complete essays, and when asked to revise often make only surface-level changes. Individualized feedback may lead to gains in writing achievement, but finding class time for feedback is difficult. Using a multiple probe across participants design, the effectiveness of…
Descriptors: Asynchronous Communication, Feedback (Response), Audio Equipment, Elementary School Students
