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Direct linkDecristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; Fauth, Benjamin; Hondrich, A. Lena; Rieser, Svenja; Hertel, Silke; Hardy, Ilonca – American Educational Research Journal, 2015
In this study we examine the interplay between curriculum-embedded formative assessment--a well-known teaching practice--and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of…
Descriptors: Foreign Countries, Formative Evaluation, Educational Quality, Classroom Techniques
Mendive, Susana; Weiland, Christina; Yoshikawa, Hirokazu; Snow, Catherine – Journal of Educational Psychology, 2016
"Un Buen Comienzo" [A Good Start] was a professional development program implemented with prekindergarten and kindergarten teachers in Chilean public schools serving low-income families. In a randomized trial, the program showed moderate to large impacts on classroom quality but no impacts on targeted child outcomes. To unpack these…
Descriptors: Foreign Countries, Preschool Teachers, Professional Development, Kindergarten
Skoretz, Yvonne; Childress, Ronald – Journal of Technology and Teacher Education, 2013
The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…
Descriptors: Technology Integration, Professional Development, Self Efficacy, Program Evaluation
Haynes, Brenda J. – ProQuest LLC, 2010
The two-fold purpose of the study was to determine whether or not the Arkansas Leadership Academy's Master Principal Institute's (MPI) five curriculum content standards were aligned with the literature of effective educational leadership practices, and to ascertain if there were significant relationships among the principals' leadership practices…
Descriptors: Program Effectiveness, Educational Change, Professional Development, Instructional Leadership
Download full textLandry, Susan H.; Assel, Mike A.; Swank, Paul R.; Anthony, Jason L. – Society for Research on Educational Effectiveness, 2009
This study was designed to enhance early childhood teachers' efforts to prepare young children for school. Thus, the first objective was to determine if teachers receiving comprehensive professional development (i.e., PD) would show gains in language and literacy instructional practices than teachers randomized to the control condition. Objective…
Descriptors: Public Schools, Intervention, Teacher Participation, Preschool Evaluation
Gruver, Joshua B.; Smith, Sanford S.; Finley, James C. – Applied Environmental Education and Communication, 2008
Results are presented from a formal evaluation of The Pennsylvania Bureau of State Park's Watershed Education (WE) curriculum developed for students in grades 6-12. The primary research objective was to measure the impact the training and subsequent use of the WE curriculum had on teachers' behavior, confidence, and self-efficacy in teaching about…
Descriptors: Self Efficacy, Curriculum Evaluation, Outcomes of Education, Mail Surveys
Lewis, Morgan V.; Pearson, Donna – National Research Center for Career and Technical Education, 2007
During the 2004-05 school year, the National Research Center for Career and Technical Education conducted a study entitled "Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in Career and Technical Education," commonly referred to as the Math-in-CTE study. This was a random-assignment experiment that tested the…
Descriptors: Experimental Groups, Control Groups, Mathematics Achievement, Standardized Tests
