Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Author
| Baker, Eva L. | 1 |
| Casper, Jennifer | 1 |
| Chai, Yourim | 1 |
| Hemberg, Bryan C. | 1 |
| Howard, Keith E. | 1 |
| Kyriacou, Elizabeth | 1 |
| Martel, Annabel | 1 |
| Phelan, Julia C. | 1 |
| Vendlinski, Terry P. | 1 |
| Vinyard, Laura | 1 |
Publication Type
| Reports - Descriptive | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textVendlinski, Terry P.; Howard, Keith E.; Hemberg, Bryan C.; Vinyard, Laura; Martel, Annabel; Kyriacou, Elizabeth; Casper, Jennifer; Chai, Yourim; Phelan, Julia C.; Baker, Eva L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2008
The inability of students to become proficient in algebra seems to be widespread in American schools. One of the reasons often cited for this inability is that instruction seldom builds on prior knowledge. Research suggests that teacher effectiveness is the most critical controllable variable in improving student achievement. This report details a…
Descriptors: Teacher Effectiveness, Formative Evaluation, Academic Achievement, Prior Learning
