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Download full textGersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo – Society for Research on Educational Effectiveness, 2013
The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…
Descriptors: Faculty Development, Vocabulary Development, Observation, Grade 1
Comer, James P.; And Others – 1977
The purpose of the Social Skills Curriculum Model is to improve the social climate level of parent participation, and academic achievement in inner city elementary schools The approach was developed at Martin Luther King School in New Haven, Connecticut. It is a preventative mental health model which focuses on the organization of the school. The…
Descriptors: Elementary Education, Elementary School Curriculum, Environmental Influences, Inner City
Borton, Terry; Newberg, Norman – 1972
The theoretical section of this paper briefly suggests why a period of drastic social change demands a curriculum which is more relevant to the concerns of students and presents an information processing model of man as the basis on which to develop such a curriculum. A rationale for teaching particular processes (rather than specific content) is…
Descriptors: Communication (Thought Transfer), Communications, Curriculum Development, Humanistic Education
McLaughlin, Margaret J.; Hoffman, Amanda; Miceli, Meredith; Krezmien, Michael – Achieve, Inc., 2008
Students with disabilities represent a relatively small but important group of students in U.S. high schools. The education of these students is heavily influenced by federal and state law as well as by longstanding beliefs about the purpose of education and the extreme heterogeneity of the population. Until recently, general educational policies…
Descriptors: Students with Disabilities, Student Evaluation, Accountability, High School Students
Strand, Theresa; And Others – 1979
Use of the Woodcock Reading Mastery Tests (WRMT), individually administered wide ranging reading tests, was explored, using Title I evaluation Models A1 and A2. Attention was focused on: (1) relationship of the Title I curriculum to the WRMT and the SRA Reading Test; (2) comparative reading achievement gains on both tests, using Model A1; and (3)…
Descriptors: Achievement Gains, Compensatory Education, Content Analysis, Criterion Referenced Tests
Brown, Edward K. – 1972
A systematic study of the composition and dispersement of Title I projects assigned to elementary schools in Philadelphia was conducted. Categorical variables were identified from four major derived variables (program density code, school aggregate fund, pupil service component, achievement-growth differential score) and four major demographic…
Descriptors: Accountability, Arithmetic, Basic Skills, Behavioral Objectives
Burry, James, Ed.; Quellmalz, Edys S., Ed. – Evaluation Comment, 1978
Abstracts are presented of the major conference papers and thematic discussions delivered at the 1978 Measurement and Methodology Conference. The titles of the presentations are: Policy-Responsive Evaluation (Wiley); When Educators Set Standards (Glass); Comments on Wiley and Glass (Schutz); Key Standard-Setting Considerations for Minimal…
Descriptors: Academic Standards, Achievement Tests, Cognitive Measurement, Conference Reports
