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Download full textSibuma, Bernadette; Wunnava, Susmitha; John, Melissa-Sue; Anggoro, Florencia; Dubosarsky, Mia – Grantee Submission, 2018
This paper reports a pilot study to determine the potential impact of an integrated STEM curriculum on Pre-K teachers' engineering content knowledge, self-efficacy and teaching practice. Using a randomized control trial design, researchers examined the impact of the curriculum in 17 Pre-K classrooms (8 intervention classrooms, 9 control…
Descriptors: STEM Education, Preschool Teachers, Pedagogical Content Knowledge, Self Efficacy
Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment's…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D. – National Center for Education Evaluation and Regional Assistance, 2016
Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade…
Descriptors: Faculty Development, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods
Direct linkOlivet, Jeffrey; Zerger, Suzanne; Greene, R. Neil; Kenney, Rachael R.; Herman, Daniel B. – American Journal of Distance Education, 2016
This study examined the effectiveness of online education to providers who serve people experiencing homelessness, comparing online and face-to-face training of Critical Time Intervention (CTI), an evidence-based case management model. The authors recruited 184 staff from nineteen homeless service agencies to participate in one of two training…
Descriptors: Online Courses, Intervention, Teaching Methods, Web Based Instruction
O'Neill, James M.; Clark, Jeffrey K.; Jones, James A. – Journal of School Health, 2016
Background: In elementary grades, comprehensive health education curricula have demonstrated effectiveness in addressing singular health issues. The Michigan Model for Health (MMH) was implemented and evaluated to determine its impact on nutrition, physical fitness, and safety knowledge and skills. Methods: Schools (N = 52) were randomly assigned…
Descriptors: Elementary School Students, Health Promotion, Physical Fitness, Randomized Controlled Trials
