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Rebecca A. Schmidt; Aliya R. Pilchen; Katrina Laguarda; Haiwen Wang; Deepa Patel – Grantee Submission, 2020
Beginning teachers enter a profession that places particularly challenging demands on novice practitioners. The New Teacher Center's (NTC) induction model provides intensive, instructionally focused coaching to teachers during their first two years in the classroom, in-depth training for induction mentors, a suite of tools to guide coaching…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Models, Coaching (Performance)
Valentino, Rachel A.; Reardon, Sean F. – Grantee Submission, 2015
This paper investigates the differences in academic achievement trajectories from elementary through middle school among English Learner students in four different instructional programs: English Immersion, Transitional Bilingual, Developmental Bilingual, and Dual Immersion programs. Comparing students with the same parental preferences but who…
Descriptors: Elementary School Students, Middle School Students, Academic Achievement, English Language Learners
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Roth, Kathleen J.; Wilson, Christopher D.; Taylor, Joseph A.; Stuhlsatz, Molly A. M.; Hvidsten, Connie – American Educational Research Journal, 2019
This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers' science content knowledge, pedagogical content knowledge, and teaching practice and on their students' achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in…
Descriptors: Video Technology, Faculty Development, Science Instruction, Pedagogical Content Knowledge
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Kaldon, Carolyn R.; Zoblotsky, Todd A. – Society for Research on Educational Effectiveness, 2014
Previous research has linked inquiry-based science instruction (i.e., science instruction that engages students in doing science rather than just learning about science) with greater gains in student learning than text-book based methods (Vanosdall, Klentschy, Hedges & Weisbaum, 2007; Banilower, 2007; Ferguson 2009; Bredderman, 1983;…
Descriptors: Science Education, Teaching Methods, Program Implementation, Federal Aid
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Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H.; Hasson, Tama – CBE - Life Sciences Education, 2015
The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these…
Descriptors: Majors (Students), Science Education, Undergraduate Students, Academic Persistence
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Lesaux, Nonie K.; Kieffer, Michael J.; Kelley, Joan G.; Harris, Julie Russ – American Educational Research Journal, 2014
We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students (N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week…
Descriptors: Middle School Students, Control Groups, Experimental Groups, Vocabulary Development
Chaney, Bradford W. – Office of Planning, Evaluation and Policy Development, US Department of Education, 2010
This is the final report of the National Evaluation of Student Support Services (SSS). SSS is one of eight federally funded grant programs that are administered as part of the Federal TRIO Programs within the U.S. Department of Education (ED). The SSS program, in particular, focuses on students while they are enrolled in college. In general, SSS…
Descriptors: Academic Achievement, Grants, College Outcomes Assessment, Outcomes of Education
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Drane, Denise; Micari, Marina; Light, Gregory – Educational Research and Evaluation, 2014
Peer-led small-group learning has been used quite extensively in the US to enhance performance and retention of undergraduate students in science, math, and engineering classes. This study presents the results from an evaluation of a peer-led small-group programme at a research university in the US over a 10-year period across five disciplines…
Descriptors: Peer Teaching, STEM Education, Program Effectiveness, Academic Persistence
Henriques, David I. – ProQuest LLC, 2011
The purpose of this study was to test the efficacy of learning communities for underprepared first-year students. The topic was examined by synthesizing data collected on a cohort of first-year college students participating in a "developmental" (special admittance) program. A quasi-experimental design evaluated the effectiveness of…
Descriptors: Communities of Practice, College Freshmen, Developmental Programs, Quasiexperimental Design
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Wilson, Zakiya S.; Holmes, Lakenya; deGravelles, Karin; Sylvain, Monica R.; Batiste, Lisa; Johnson, Misty; McGuire, Saundra Y.; Pang, Su Seng; Warner, Isiah M. – Journal of Science Education and Technology, 2012
In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM) undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups with approximately three-fourths…
Descriptors: Majors (Students), College Students, Mentors, Graduation Rate
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Tovar, Esau – Community College Review, 2015
This study examines how interactions with institutional agents (faculty and academic counselors) and select student support programs influence success (i.e., grade point average) and intentions to persist to degree completion for Latino/a community college students. Using social capital theory and college impact models, the study controls for the…
Descriptors: Community Colleges, College Faculty, Teacher Role, School Counselors
Zeidenberg, Matthew; Cho, Sung-Woo; Jenkins, Davis – Community College Research Center, Columbia University, 2010
To increase the rate at which adult basic skills students advance to and succeed in college-level occupational programs, the Washington State Board for Community and Technical Colleges (SBCTC) developed the Integrated Basic Education and Skills Training, or I-BEST. In the I-BEST model, a basic skills instructor and an occupational instructor team…
Descriptors: Technical Institutes, Educational Objectives, Outcomes of Education, Labor Market
Gutman, Tricia E. – ProQuest LLC, 2011
The achievement gap in reading between students of low versus high socioeconomic status (SES) is detrimental to students of low SES who struggle with basic reading skills such as fluency and comprehension. The purpose of this study was to investigate if the systematic use of Read Naturally, a repeated reading fluency-based program, significantly…
Descriptors: Achievement Gap, Social Change, Grade 5, Reading Skills
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Karcher, Michael – Professional School Counseling, 2009
Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer…
Descriptors: Mentors, Peer Counseling, School Counselors, Peer Teaching
Ferguson, Ronald F.; Clay, Philip L.; Snipes, Jason C.; Roaf, Phoebe – 1996
This report is a formative evaluation of the YouthBuild Demonstration Project that began in 1991 and ended in 1994. The YouthBuild Model, developed in earlier programs, was directed at young people who were largely disconnected from schools and jobs. Major components of the project were counseling, academic remediation with preparation for the…
Descriptors: Adolescents, Building Trades, Demonstration Programs, Disadvantaged Youth
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