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Direct linkAnna L. Kirby; Mariam Dahbi; Sarah Surrain; Meredith L. Rowe; Gigi Luk – Grantee Submission, 2022
This study reports preschool educators' uses of music in educational settings, as well as challenges faced in incorporating music in the classroom in the U.S. Through a multiple-methods approach, data from two focus groups (N1 = 8, N2 = 6) and a survey (N = 119) are used to gain insight into how frequently preschool educators in the US use various…
Descriptors: Music Activities, Preschool Education, Teaching Methods, Preschool Teachers
Hughes, Katherine L.; Miller, Trey; Reese, Kelly – Grantee Submission, 2021
This report from the Career and Technical Education (CTE) Research Network Lead team provides final results from an evaluability assessment of CTE programs that feasibly could be evaluated using a rigorous experimental design. Evaluability assessments (also called feasibility studies) are used in education and other fields, such as international…
Descriptors: Program Evaluation, Vocational Education, Evaluation Methods, Educational Research
Katrina J. Debnam; Lora Henderson Smith; David Aguayo; Wendy Reinke; Keith Herman – Grantee Submission, 2023
The current study provided voice to nominated exemplar classroom teachers in identifying malleable, discrete aspects of the classroom environment, teacher behavior and practices that define culturally responsive instruction. Interview data from a sample of 13 teachers was analyzed using a consensual qualitative research approach. Results provided…
Descriptors: Teacher Attitudes, Culturally Relevant Education, Teaching Methods, Classroom Environment
Gagnier, Kristin M.; Fisher, Kelly R. – Grantee Submission, 2020
Background: Spatial thinking skills are strongly correlated with achievement in Science, Technology, Engineering, and Mathematics (STEM) fields and emerging research suggests that interventions aimed at building students' skills will likely yield measurable impacts on learning across K-12 settings. The importance of spatial thinking in science has…
Descriptors: Spatial Ability, STEM Education, Barriers, Theory Practice Relationship
Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Strand Cary, Mari; Kosty, Derek B. – Grantee Submission, 2015
The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of 1st grade students at-risk for mathematics difficulties. The…
Descriptors: Mathematics Curriculum, Curriculum Development, Instructional Design, Mathematics Instruction
Strand Cary, Mari G.; Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Fien, Hank; Baker, Scott K. – Grantee Submission, 2017
We report on a practitioner implementation of Fusion, a first grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this…
Descriptors: Grade 1, Mathematics Instruction, Evidence Based Practice, Curriculum Development
English Language and Literacy Acquisition-Validation (ELLA-V) i3 Evaluation (Valid 22). Final Report
Wolf, Rebecca; Latham, Gavin; Armstrong, Clayton; Ross, Steven; Laurenzano, Mary; Daniels, Cecilia; Eisinger, Jane; Reilly, Joseph – Grantee Submission, 2018
The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). ELLA-V was implemented in 10 school districts in Texas in the…
Descriptors: Literacy, English (Second Language), Second Language Learning, Program Evaluation
