Classroom organization is an important facet of prekindergarten quality but is typically measured at a "global level" and as a "single construct." Little is known about how experiences of different facets of classroom organization--namely, exposure to teacher organizational strategies--vary across "individual…

Descriptive analyses: Approximately one-third of the nearly 7,500 utterances spoken by teachers were comments. Differences in the use of instructional strategies and content emerged in relation to curriculum condition. In contrast to the variability between teachers, little within-teacher variability was observed. On average, teachers used only…

In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the "business as usual" PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional…

Although there is evidence that literacy deficiencies in adolescents can be remedied with one-to-one tutoring using research-based instructional strategies, a review of current literature provides only limited information on transferring effective instructional strategies to learning environments outside of one-to-one tutoring centers. The authors…

The main objective of the overall Targeted Reading Intervention (TRI) was to help the classroom teacher acquire the key reading diagnostic strategies (e.g., Cooter, 2003; Desimone, 2009; Garet et al., 2001; Timperley & Phillips, 2003) relevant to K-1 struggling readers (e.g., Desimone, 2009; Garet et al., 2001; Guskey, 2002; Joyce &…

Mildly retarded children were instructed in encoding strategies or rehearsal strategy. Performance was higher for semantic encoding strategies. Seven months later the semantic condition also showed greater improvement after strategies were prompted. Performance on incidental learning tasks was enhanced for 13- but not 10-year olds. (Author/RD)