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Impact Evaluation of "ACCESS": A Culture Creating Effective Systems for Success
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Askew, Karyl; Stevenson, Olivia; Byrd-Porter, Ginny; Auman, Wade; Lancaster, Beth; LeGrand, Takeda – Grantee Submission, 2019
"ACCESS", A Culture Creating Effective Systems for Success, was a three-year Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. The "ACCESS" grant led the way for a district-wide redesign of educational practices based on the novel approach of…
Descriptors: Program Evaluation, Grants, Educational Innovation, Educational Improvement
The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Sixth-Grade Advanced Reading Courses. CRESST Report 846
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Herman, Joan L.; Epstein, Scott; Leon, Seth; Dai, Yunyun; La Torre Matrundola, Deborah; Reber, Sarah; Choi, Kilchan – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2015
The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in sixth-grade Advanced Reading classes in a large Florida…
Descriptors: Instructional Design, Common Core State Standards, Language Arts, Grade 6
Supporting Common Core Instruction with Literacy Design Collaborative: A Tale of Two Studies
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Herman, Joan; Epstein, Scott; Leon, Seth – AERA Open, 2016
The article examines the results of two quasi-experimental studies of the implementation and impact of the Literacy Design Collaborative (LDC), an intervention designed to support secondary teachers' transition to Common Core State Standards in English language arts. The first study examines LDC implementation by eighth-grade social studies and…
Descriptors: Common Core State Standards, Instructional Design, Secondary School Teachers, Language Arts
Transformational Play: Using Games to Position Person, Content, and Context
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Barab, Sasha A.; Gresalfi, Melissa; Ingram-Goble, Adam – Educational Researcher, 2010
Videogames are a powerful medium that curriculum designers can use to create narratively rich worlds for achieving educational goals. In these worlds, youth can become scientists, doctors, writers, and mathematicians who critically engage complex disciplinary content to transform a virtual world. Toward illuminating this potential, the authors…
Descriptors: Play, Research Methodology, Video Games, Educational Objectives
Building BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in 8th Grade
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O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Flynn, Lindsay – Grantee Submission, 2015
We tested the effects of teaching reading skills through U.S. History content for 38 eighth-grade poor readers whose reading ability ranged from 2nd to 4th grade levels. Half of the students received special education services and half of the students were English Language Learners. Students were taught to decode multisyllabic words, learn…
Descriptors: Achievement Tests, Grade 8, Middle School Students, Reading Difficulties
Effect of Instructional Design on Academic Success of Adult Basic Education Learners: Individualized versus Group Design
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Frazier Varner, Debrah – ProQuest LLC, 2010
Many adult basic education (ABE) programs do not achieve a high success rate in meeting student academic needs. Rooted in Knowles' theory of andragogy and Bandura's theory of modeling, this quantitative causal comparative study examined the effects of individualized instruction (IGI) and of facilitated, participatory group programs (SPOKES) on the…
Descriptors: Group Instruction, Andragogy, Instructional Design, Mathematics Achievement