Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| AERA Online Paper Repository | 3 |
Author
| Dudek, Christopher M. | 1 |
| Guerrero, Cindy Lynn | 1 |
| Irby, Beverly J. | 1 |
| Lopez, Tamara | 1 |
| Miller, Rachelle | 1 |
| Reddy, Linda | 1 |
| Tang, Shifang | 1 |
| Tong, Fuhui | 1 |
| Wake, Donna | 1 |
| Whittingham, Jeff | 1 |
Publication Type
| Reports - Research | 3 |
| Speeches/Meeting Papers | 3 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
| Arkansas | 1 |
| New Jersey | 1 |
| New York | 1 |
| Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkReddy, Linda; Dudek, Christopher M. – AERA Online Paper Repository, 2016
The present study utilized a randomized control trial to test the efficacy of a teacher coaching and formative assessment model combined with visual performance feedback to enhance teachers' classroom practices. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to one of two conditions: (1)…
Descriptors: Coaching (Performance), Formative Evaluation, Feedback (Response), Program Effectiveness
Miller, Rachelle; Wake, Donna; Whittingham, Jeff – AERA Online Paper Repository, 2017
The purpose of this study was to compare differences in teachers' instructional behaviors during Year 2 implementation of the A+ Model of arts integration. Forty-six (i.e., 23 control, 23 experimental) randomly selected teachers from six school sites (i.e., 3 control, 3 experimental) were observed over a two year period. In addition, six teachers…
Descriptors: Program Evaluation, Teacher Behavior, Teaching Methods, Models
Tang, Shifang; Guerrero, Cindy Lynn; Lopez, Tamara; Tong, Fuhui; Irby, Beverly J. – AERA Online Paper Repository, 2017
Using a low inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development [VPD] on fidelity of implementation across conditions in a randomized control trial validation study implemented in seven Texas school districts. The observations were collected three time in the…
Descriptors: Fidelity, Program Implementation, Randomized Controlled Trials, Virtual Classrooms
