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Showing 1 to 15 of 55 results Save | Export
Brock, Matthew E.; Barczak, Mary A.; Dueker, Scott A. – Focus on Autism and Other Developmental Disabilities, 2020
Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve…
Descriptors: Feedback (Response), Video Technology, Evidence Based Practice, Paraprofessional School Personnel
Brock, Matthew E.; Barczak, Mary A.; Dueker, Scott A. – Grantee Submission, 2020
Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve…
Descriptors: Feedback (Response), Video Technology, Evidence Based Practice, Paraprofessional School Personnel
Hatten, Stephanie Hinshaw – ProQuest LLC, 2014
The purpose of this a narrative self-study is to explore the actions taken by a Technology Instructional Specialist to determine which actions are most beneficial for teachers integrating technology in the elementary classroom. The study uses interviews, observations, and journaling of events occurring with six teachers at three different…
Descriptors: Technology Integration, Coaching (Performance), Models, Technology Education
Quint, Janet; Zhu, Pei; Balu, Rekha; Rappaport, Shelley; DeLaurentis, Micah – MDRC, 2015
Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…
Descriptors: Models, Educational Change, Program Implementation, Reading Instruction
Quint, Janet; Zhu, Pei; Balu, Rekha; Rappaport, Shelley; DeLaurentis, Micah – MDRC, 2015
Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…
Descriptors: Models, Educational Change, Program Implementation, Reading Instruction
Quint, Janet C.; Balu, Rekha; DeLaurentis, Micah; Rappaport, Shelley; Smith, Thomas J.; Zhu, Pei – MDRC, 2013
First implemented in 1987, Success for All (SFA) is one of the best-known and most thoroughly evaluated school reform models. It combines three basic elements: (1) Reading instruction that emphasizes phonics for beginning readers and comprehension for students at all levels, and that is characterized by a highly structured curriculum, an emphasis…
Descriptors: Educational Change, Models, Change Strategies, Educational Innovation
Adams, Cynthia D. – 1996
Two elementary schools in White Plains, New York, have been involved in the Child Development Project (CDP) since 1991. This paper describes how the staffs and administrators built caring communities into their schools. The paper is written from the perspective of a staff developer who became a district coordinator for staff development. The paper…
Descriptors: Elementary Education, Inservice Education, Program Development, Program Implementation
Arbeit, Mark B. – School Administrator, 1985
Before schools purchase computer hardware and software, the district should set goals for their use, establish effective teacher training, and determine a realistic schoolwide implementation plan.(MD)
Descriptors: Courseware, Elementary Education, Instructional Development, Microcomputers
Peer reviewed Peer reviewed
Moss, Barbara – Reading Horizons, 1992
Discusses some principles, considerations, and cautions for those creating staff development programs in whole language. Discusses factors necessary for effective implementation of whole-language programs. (RS)
Descriptors: Educational Planning, Elementary Education, Inservice Teacher Education, Program Implementation
Peer reviewed Peer reviewed
Squires, David A. – ERS Spectrum, 1998
Describes a balanced-curriculum process created by James Comer's School Development Program that involves describing and aligning the curriculum and assessing student mastery. The SDP's first goal is to establish a supportive school culture. The balanced-curriculum process helps broaden the developmental perspective by addressing student learning.…
Descriptors: Elementary Education, Program Implementation, School Culture, Staff Development
Peer reviewed Peer reviewed
Stallings, Jane – Journal of Educational Research, 1985
This article reports on the first year of a Madeline Hunter program implementation study. Thirteen teachers in two schools were observed before and after a three-month intervention to identify relationships between staff development programs, teacher implementation of the program, student engaged rates, and student achievement in reading and…
Descriptors: Academic Achievement, Elementary Education, Elementary School Mathematics, Program Implementation
Evans, Mary; And Others – Principal, 1996
Inclusion-oriented schools should define their philosophy, form a committee, develop a written plan, provide early staff development, review children's individual needs, develop program modifications, and prepare parents and students. During the second year, schools should implement a pilot program, provide ongoing staff development, and evaluate…
Descriptors: Committees, Elementary Education, Inclusive Schools, Pilot Projects
Adams, Diane, Ed. – 1988
The 12 fact sheets in this series address fundamental aspects of starting a school-age child care program. Topics addressed include: (1) the planning process; (2) needs assessment; (3) establishment of cooperative relationships with schools; (4) selection of school space for programs; (5) arrangement of the environment; (6) program design; (7)…
Descriptors: Budgeting, Elementary Education, Guidelines, Needs Assessment
Nyland, Larry – School Administrator, 1991
Despite serving growing numbers of at-risk students, Pasco (Washington) School District has been transformed through outcome-based education into a district widely recognized for quality. Pascoe's OBE process demanded a school vision and mission statement; intensive teacher retraining; implementation of mastery learning, reality therapy, and…
Descriptors: Educational Planning, Elementary Education, Institutional Mission, Instructional Improvement
Maryland State Dept. of Education, Baltimore. Div. of Instruction. – 1979
This is the third of three volumes that constitute the final evaluation report of Project STAR (State Technical Assistance Resources), an undertaking of the Maryland State Department of Education designed to help 36 elementary schools improve their reading programs. This volume is the project handbook and contains information concerning the…
Descriptors: Elementary Education, Improvement Programs, Program Content, Program Design
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