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Direct linkFazel, Zoha – ProQuest LLC, 2011
The "Individuals with Disabilities Act," "No Child Left Behind Act," and "Individuals with Disabilities Education Improvement Act" call for educators to work together to teach special education students in an inclusive setting. In this regard, research supports the use of co-teaching by general and special education…
Descriptors: General Education, Federal Legislation, Disabilities, Special Education Teachers
Peer reviewedWong, Pia Lindquist; Glass, Ronald David – Yearbook of the National Society for the Study of Education, 2011
A central commitment for professional development schools (PDSs) is to link preservice teacher preparation and in-service teacher professional development with improved learning outcomes for pupils. PDSs are expected to improve student achievement in two primary ways: (1) by enriching and intensifying the learning environment through professional…
Descriptors: Student Teachers, Professional Development Schools, Mentors, Academic Achievement
Download full textTennessee Department of Education, 2012
In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training).…
Descriptors: Video Technology, Feedback (Response), Evaluators, Interrater Reliability
Levin, Stephanie; Duffy, Mark; Dever, Kelly – Research for Action, 2012
Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the "instructional core." A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found…
Descriptors: Guidelines, Comparative Analysis, Leadership, Educational Change
White, Larry J.; Hixson, Nate; Hammer, Patricia Cahape; Smith, Diana L.; D'Brot, Juan – West Virginia Department of Education, 2010
A study examined the impact of the "Closing the Achievement Gap" (CAG schools) program on the academic achievement of students in 30 schools serving high percentages of African American and economically disadvantaged students in West Virginia (WV), 2004-2008. The program assigned experienced educators, "CAG liaisons", to the…
Descriptors: African American Students, School Culture, Focus Groups, Economically Disadvantaged
Gummer, Edith; Stepanek, Jennifer – Regional Educational Laboratory Northwest, 2007
This report describes the first year of the funded professional development activities in the Title IIB Math and Science Partnership (MSP) projects in the Northwest Region and the evaluation models. The analysis is structured around the factors of professional development associated with changes in teacher knowledge and practice. This study is…
Descriptors: Professional Development, Partnerships in Education, Mathematics Education, Science Education
State Educational Technology Directors Association, 2009
The State Educational Technology Directors Association (SETDA) is pleased to release its sixth annual report on the "Enhancing Education Through Technology" (EETT) program, a component of the No Child Left Behind, Title II, Part D (NCLB IID) Act. The purposes of the NCLB IID program are to: (1) improve academic achievement through…
Descriptors: Disadvantaged, Access to Computers, Glossaries, Capacity Building
Jakes, David – Technology & Learning, 2006
A report recently released by the Center on Education Policy reveals that the four-year-old No Child Left Behind (NCLB) Act has indeed served to shine a light on the importance of professional development for K-12 educators. Beyond that basic fact, though, any real broad-based impact on the training of educators remains inconclusive. While the…
Descriptors: Federal Legislation, Elementary Secondary Education, Professional Development, Educational Technology
State Educational Technology Directors Association, 2008
The State Educational Technology Directors Association (SETDA) is pleased to release its fifth annual National Trends Report on the use of federal funds to support educational technology. This report documents findings from Round 5 (FY 06) of the No Child Left Behind, Title II, Part D, Enhancing Education Through Technology (NCLB IID) program. The…
Descriptors: Educational Practices, Retrenchment, Electronic Learning, Web Based Instruction
Maryland State Department of Education, 2004
The Maryland State Department of Education (MSDE), schools districts, and institutions of higher education have initiated a number of efforts to improve teacher quality and professional development. The first section of this report highlights the recommendations of leading commissions and reports released in the past ten years pertaining to…
Descriptors: Teacher Effectiveness, Professional Development, Federal Legislation, Teacher Participation
State Educational Technology Directors Association, 2007
The State Educational Technology Directors Association (SETDA) is pleased to release its fourth annual National Trends Report on the use of federal funds to support educational technology. This report documents findings from Round 4 (FY 05) of the No Child Left Behind, Title II Part D, Enhancing Education Through Technology (NCLB II D) program.…
Descriptors: Educational Technology, Evidence, Grants, School Districts
Lemke, Cheryl; Wainer, Andrew; Haning, Nicole – State Educational Technology Directors Association, 2006
The State Educational Technology Directors Association is pleased to release its third annual Trends Report on educational technology. In addition to reporting trends on the third round (FY 04) of the No Child Left Behind, Title II, Part D, Enhancing Education Through Technology (EETT) program, the 2006 report also includes general state policy…
Descriptors: Outcome Measures, Program Evaluation, Educational Research, Access to Computers
