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Download full textMotilal, Geeta B.; Fleisch, Brahm – South African Journal of Childhood Education, 2020
Background: South African-structured reading programmes have been implemented in schools in South Africa. The Early Grade Reading Study (EGRS) is an education triple cocktail programme, which attempts to improve home language reading in a number of schools. Aim: The objective of this research was to find out how the educators involved in the…
Descriptors: Foreign Countries, Reading Instruction, Knowledge Base for Teaching, Teaching Skills
Direct linkGallo, Donna J. – International Journal of Music Education, 2019
The purpose of this mixed methods study was to determine the effect of formative assessment strategies on second grade students' singing accuracy and to examine how music educators planned for and enacted these practices. Student participants (n = 63) were divided into three groups over a six-week period: (a) a partial treatment group where the…
Descriptors: Formative Evaluation, Accuracy, Singing, Music Education
Weiser, Beverly; Buss, Carolyn; Sheils, Ashley Parker; Gallegos, Elisa; Murray, L. Robin – Annals of Dyslexia, 2019
While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students…
Descriptors: Reading Difficulties, Special Education, Coaching (Performance), Educational Technology
Sandholtz, Judith Haymore; Ringstaff, Cathy – Journal of Science Teacher Education, 2011
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted…
Descriptors: Science Instruction, Elementary School Science, Faculty Development, Rural Schools
Lewis, Catherine; Perry, Rebecca – Mathematics Teacher Education and Development, 2014
Teams of educators conducted lesson study independently, supported by a resource kit that included mathematical tasks, curriculum materials, lesson videos and plans, and research articles, as well as protocols to support lesson study. The mathematical resources focused on linear measurement interpretation of fractions. This report examines the…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Collaboration, Communities of Practice
Bell, Courtney A.; Wilson, Suzanne M.; Higgins, Traci; McCoach, D. Betsy – Journal for Research in Mathematics Education, 2010
This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted. Participants completing 2 DMI modules were compared with similar colleagues who had not taken DMI.…
Descriptors: Mathematics Education, Teacher Characteristics, Scores, Faculty Development
Counsell, Shelly Lynn – Science and Children, 2011
According to the National Research Council (NRC 2007), three critical components significantly influence students' science learning: teacher knowledge, teachers' opportunities to learn, and instructional systems. If students' science achievement is strongly correlated with teachers' science competence, and core competencies are central to…
Descriptors: Mentors, Teacher Characteristics, Early Childhood Education, Science Achievement
Stein, Mary Kay; Kaufman, Julia H. – American Educational Research Journal, 2010
This article begins to unravel the question, "What curricular materials work best under what kinds of conditions?" The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning. Specifically, the…
Descriptors: Mathematics Curriculum, Content Analysis, Teacher Attitudes, Investigations
National Center for Education Evaluation and Regional Assistance, 2009
A recent national study of state and local No Child Left Behind activities indicated that 80 percent of elementary teachers reported participating in 24 hours or less of professional development on reading instruction during the 2003-2004 school year and summer. Reading and professional development experts are concerned that this is not intensive…
Descriptors: Control Groups, Federal Legislation, Reading Achievement, Program Effectiveness
