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Vaden-Kiernan, Michael; Borman, Geoffrey; Caverly, Sarah; Bell, Nance; Sullivan, Kate; Ruiz de Castilla, Veronica; Fleming, Grace; Rodriguez, Debra; Henry, Chad; Long, Tracy; Hughes Jones, Debra – Journal of Research on Educational Effectiveness, 2018
This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K-5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court…
Descriptors: Elementary School Students, Elementary School Teachers, Reading Programs, Randomized Controlled Trials
Tang, Shifang; Guerrero, Cindy Lynn; Lopez, Tamara; Tong, Fuhui; Irby, Beverly J. – AERA Online Paper Repository, 2017
Using a low inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development [VPD] on fidelity of implementation across conditions in a randomized control trial validation study implemented in seven Texas school districts. The observations were collected three time in the…
Descriptors: Fidelity, Program Implementation, Randomized Controlled Trials, Virtual Classrooms
Kennedy, Mary M. – Review of Educational Research, 2016
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the…
Descriptors: Teacher Improvement, Research Design, Program Effectiveness, Teacher Effectiveness
Morris, Pamela A.; Mattera, Shira K.; Maier, Michelle F. – MDRC, 2016
In the context of a persistent achievement lag among low-income children despite substantial investments in early education, policymakers and practitioners continue to seek ways to improve the quality of children's preschool experiences. The Making Pre-K Count study addresses whether strengthening prekindergarten (pre-K) instruction in math,…
Descriptors: Preschool Education, Mathematics Instruction, Mathematics Curriculum, Coaching (Performance)
Kaljee, Linda; Munjile, Kelvin; Menon, Anitha; Tembo, Stephen; Li, Xiaoming; Zhang, Liying; Malungo, Jacob; Stanton, Bonita; Langhaug, Lisa – International Education Studies, 2017
In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other…
Descriptors: Foreign Countries, Qualitative Research, Teacher Competencies, Capacity Building
Whalen, Samuel P.; Horsley, Heather L.; Parkinson, Kathleen K.; Pacchiano, Debra – Journal of Applied Research on Children, 2016
High quality instruction is essential to producing developmental gains for young children and can mitigate risk factors such as family poverty and low parental education. Even in programs with highly qualified teachers, teacher-child interactions often do not provide the level of instructional support that children need to be well-prepared for…
Descriptors: Early Childhood Education, Low Income Students, Federal Programs, Faculty Development
Hemmeter, Mary Louise; Snyder, Patricia A.; Fox, Lise; Algina, James – Topics in Early Childhood Special Education, 2016
We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool…
Descriptors: Early Childhood Education, Program Implementation, Educational Practices, Intervention
Gallagher, H. Alix; Arshan, Nicole; Woodworth, Katrina – Journal of Research on Educational Effectiveness, 2017
By 2013, all 50 states and the District of Columbia had adopted college- and career-ready standards in English language arts and mathematics, placing a greater emphasis on argument writing to prepare students for life after high school. Solving the specific problem of how to help teachers teach to new standards for argument writing as well as the…
Descriptors: Writing Instruction, Program Effectiveness, National Programs, College Readiness
Zimmerman, Whitney Alicia; Knight, Stephanie L.; Favre, David E.; Ikhlef, Atman – Teacher Development, 2017
Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar's reform implementation…
Descriptors: Foreign Countries, Faculty Development, Teacher Behavior, Self Efficacy
Parker, Caroline E.; Stylinski, Cathlyn D.; Bonney, Christina R.; Schillaci, Rebecca; McAuliffe, Carla – Journal of Research on Technology in Education, 2015
Technology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom.…
Descriptors: STEM Education, Technology Integration, Program Implementation, Educational Quality
Peretin, Janeen – ProQuest LLC, 2014
This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use…
Descriptors: Algebra, Mathematics Instruction, Faculty Development, Check Lists
Bohanon, Hank; Wu, Meng-Jia – Preventing School Failure, 2014
On the basis of the implementation of Schoolwide Positive Behavior Supports in high schools, the present study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing Schoolwide Positive Behavior Supports. The effectiveness of the 2 additional items…
Descriptors: Secondary School Students, Needs Assessment, Faculty Development, Positive Reinforcement
Jaciw, Andrew P.; Schellinger, Adam M.; Lin, Li; Zacamy, Jenna; Toby, Megan – Empirical Education Inc., 2016
In 2012, WestEd received a "Development" grant from the U.S. Department of Education's Investing in Innovation (i3) competition to develop and implement Internet-based Reading Apprenticeship Improving Science Education ("iRAISE"). "iRAISE" was implemented in Michigan and Pennsylvania and was provided to over 100…
Descriptors: Science Education, Apprenticeships, Randomized Controlled Trials, Science Course Improvement Projects
Chiang, Hanley; Speroni, Cecilia; Herrmann, Mariesa; Hallgren, Kristin; Burkander, Paul; Wellington, Alison – National Center for Education Evaluation and Regional Assistance, 2017
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
Chiang, Hanley; Speroni, Cecilia; Herrmann, Mariesa; Hallgren, Kristin; Burkander, Paul; Wellington, Alison – National Center for Education Evaluation and Regional Assistance, 2017
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay