Helping teachers become more effective in the classroom is a high priority for school leaders and policymakers. This Study Highlights presents key findings from a study that examined a promising strategy for improving teachers' effectiveness: providing individualized coaching using videos of teachers' instruction for reflection, practice, and…

This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It begins with an at-a-glance view of an effective voluntary academic summer learning program structure (duration, class…

This longitudinal analysis of SEL in AISD seeks to answer the following question, do program outcomes improve more because of length of time in SEL or because of program implementation? This research brief summarizes key findings from the full report (published separately). [For the full report, see ED627084.]

Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before-school, afterschool and summer learning programs, is needed to keep up with the growing…

Several decades of research have suggested a meaningful relationship between time and learning, where the amount of time students spend engaged in learning is strongly associated with their level of achievement. Among schools that have expanded the day and/or year, researchers have found that such a strategy can be quite effective, especially with…

The amount of time allocated for learning and the way that time is used is one of the few variables that can be influenced rather directly by school leaders. Fortunately, it is also a variable that has shown consistent links to student performance. Now that schools are focused directly, and in some cases exclusively, on student achievement, there…

Outcomes of three teacher preparation programs for individuals seeking certification in secondary teaching areas at the University of Tennessee, Knoxville, were compared. The first is the traditional four-year undergraduate program culminating in a BS/BA degree and teacher certification. A second group of students are postbaccalaureates who have…

Problem areas with the curriculum at the University of Medicine and Dentistry of New Jersey-Rutgers Medical School were identified: imbalance in class hours in the academic schedule, excessive number of lectures, and need for more small group sessions during the basic science education. (MLW)

This compendium identifies and describes schools, programs, and policies that link secondary and postsecondary education to help students earn college credit or take college-level courses while in high school. It raises issues for practitioners and policymakers to consider as these program grow and target a wider range of students. This compendium…

Going against conventional wisdom that larger doctoral programs are better, Washington University (Missouri) has been scaling back its doctoral enrollments, recruiting more selectively, providing every student with full financial support for six years, and increasing contact between faculty and doctoral students. The new approach has brought…