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Peer reviewed
Direct linkVadasy, Patricia F.; Sanders, Elizabeth A.; Logan Herrera, Becky – Journal of Research on Educational Effectiveness, 2015
A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two…
Descriptors: Vocabulary Development, Grade 4, Grade 5, Elementary School Students
Download full textGaret, Michael S.; Wayne, Andrew J.; Stancavage, Fran; Taylor, James; Eaton, Marian; Walters, Kirk; Song, Mengli; Brown, Seth; Hurlburt, Steven; Zhu, Pei; Sepanik, Susan; Doolittle, Fred – National Center for Education Evaluation and Regional Assistance, 2011
This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current…
Descriptors: Middle School Teachers, Mathematics Teachers, Faculty Development, Inservice Teacher Education
Sprague, Kimberley; Zaller, Colleen; Kite, Anita; Hussar, Karen – Education Alliance at Brown University, 2012
This evaluation report presents implementation and impact findings to date regarding the Striving Readers grant as implemented by the Springfield and Chicopee Public School Districts. Any questions regarding this final report should be directed to the Office of Elementary and Secondary Education (OESE) at the U.S. Department of Education. There…
Descriptors: Reading Programs, Reading Difficulties, Program Effectiveness, Elementary Secondary Education
Clark, Melissa A.; Chiang, Hanley S.; Silva, Tim; McConnell, Sheena; Sonnenfeld, Kathy; Erbe, Anastasia; Puma, Michael – National Center for Education Evaluation and Regional Assistance, 2013
Teach For America (TFA) and the Teaching Fellows programs are an important and growing source of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. This report presents findings from the first large-scale random assignment study of secondary math teachers from these…
Descriptors: Teacher Effectiveness, Secondary School Teachers, Secondary School Mathematics, Mathematics Teachers
Deborah C. Simmons; Michael D. Coyne; Shanna Hagan-Burke; Oi-man Kwok; Leslie Simmons; Caitlin Johnson; Yuanyuan Zou; Aaron B. Taylor; Athena Lentini McAlenney; Maureen Ruby; Yvel C. Crevecoeur – Exceptional Children, 2011
This study compared the effects of 2 supplemental interventions on the beginning reading performance of kindergarteners identified as at risk of reading difficulty. Students (N = 206) were assigned randomly at the classroom level either to an explicit/systematic commercial program or to a school-designed practice intervention taught 30 min per day…
Descriptors: Spelling, Intervention, Beginning Reading, Effect Size
Glazerman, Steven; Isenberg, Eric; Dolfin, Sarah; Bleeker, Martha; Johnson, Amy; Grider, Mary; Jacobus, Matthew – National Center for Education Evaluation and Regional Assistance, 2010
In 2004, the U.S. Department of Education's Institute of Education Sciences contracted with Mathematica Policy Research to conduct a large-scale evaluation of comprehensive teacher induction. The purpose of the study was to determine whether augmenting the set of services districts usually provide to support beginning teachers with a more…
Descriptors: Beginning Teacher Induction, Randomized Controlled Trials, Beginning Teachers, Program Effectiveness
