Russell Gersten
Associated IES Content
Grant
A Meta-Analysis and Narrative Synthesis of Mathematics Interventions
The purpose of the project is to conduct a network meta-analysis and a narrative synthesis of relevant, high-quality studies that were used to inform the development of the recently released What Works Clearinghouse (WWC) mathematics intervention practice guide, Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. Competency in mathematics paves the way for later academic and occupational success. Because of the association between mathematics proficiency in...
Federal funding program:
Award number:
R305U210004
report
Descriptive Study
The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments
Several school districts in Georgia use two teacher-administered diagnostic assessments of student knowledge of mathematics as part of their multi-tiered system of support in grades K-8: the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of Education, 2011), which comes in two formats (Counting Interview and Written Assessment). However, little is known about whether two teachers using the sa...
Sep 01, 2020
Publication number:
REL 2020-039
report
Impact Study
Impact of the Developing Mathematical Ideas Professional Development Program on Grade 4 Students' and Teachers' Understanding of Fractions
The purpose of this study was to assess the impact of the Developing Mathematical Ideas (DMI) professional development program on grade 4 teachers' in-depth knowledge of fractions as well as their students' understanding and proficiency with fractions. The study was conducted during the 2014/15 school year. A total of 84 schools from eight school districts in three states (Florida, Georgia, and South Carolina) agreed to participate. Participants included 264 grade 4 teachers and their 4,204 s...
Mar 22, 2017
report
Descriptive Study
What is the evidence base to support reading interventions for improving student outcomes in grades 1-3?
Response to intervention (RTI) is a comprehensive early detection and prevention strategy used to identify and support struggling students before they fall behind. An RTI model usually has three tiers or levels of support. Tier 1 is generally defined as classroom instruction provided to all students, tier 2 is typically a preventive intervention offered to students who fall behind when given only classroom instruction, and tier 3 is more intensive intervention offered to students who failed t...
Jan 01, 2017
FY2016
FY2016 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2015
FY2015 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel Science FY2015
Grant
Testing the Effectiveness of Professional Development in Academic Vocabulary on Observed Teaching Practice and Academic Vocabulary Knowledge of English Learners in 8th Grade Social Studies Classrooms
The purpose of this study is to assess the impact of the Teacher Study Group (TSG) professional development on observed teaching practice and on academic vocabulary knowledge of English learners. The TSG approach will be tested when implemented with eighth-grade teachers in low-achieving Title I schools, within the context of the social studies curriculum.
Federal funding program:
Award number:
R305A150463
FY2014
FY2014 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
report
Descriptive Study
Summary of Research on the Effectiveness of Math Professional Development Approaches
This study used a systematic process modeled after the What Works Clearinghouse (WWC) study review process to answer the question: What does the causal research say are effective math professional development interventions for K-12 teachers aimed at improving student achievement? The study identified and screened 910 research studies in a comprehensive literature search for effectiveness studies of math professional development approaches. (See appendix A for details of the search, screening,...
Jan 01, 2014
Grant
Impact of Teacher Study Groups as Observed Teaching Practice and Student Vocabulary Knowledge: A Multi-Site Randomized Control Trial in First Grade
The purpose of this efficacy study is to examine the impact of the Teacher Study Group (TSG) professional development program in vocabulary on teacher knowledge, observed teaching practice, and student vocabulary achievement, when implemented with first-grade teachers in Title 1 schools. Most professional development programs only involve one- or two-day trainings, but teachers value continuous training over the course of the school year and appreciate the opportunity to develop collegial re...
Federal funding program:
Award number:
R305A090294
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
National Research and Development Center on Improving Mathematics Instruction for Students with Mathematics Difficulties
The purpose of the National Center on Mathematics Instruction for Students with Mathematics Difficulties is to increase knowledge of how children acquire and fail to acquire an understanding of rational numbers (i.e., fractions) and how children with math difficulties can be taught to understand and operate fluently with rational numbers. The new center will conduct exploratory research including both small-scale experimental and longitudinal studies to examine the cognitive processes, such ...
Federal funding program:
Award number:
R324C100004
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
report
Evaluation Report
Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students
The report was prepared for the Institute of Education Sciences under Contract No. ED-01-C0039/0010. The project officer is Audrey Pendleton in the National Center for Education Evaluation and Regional Assistance. IES evaluation reports present objective information on the conditions of implementation and impacts of the programs being evaluated. IES evaluation reports do not include conclusions or recommendations or views with regard to actions policymakers or practitioners should take in light
May 01, 2009
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Teacher Quality Study: An Investigation of the Impact of Teacher Study Groups as a Means to Enhance The Quality of Reading Instruction for First Graders in High Poverty Schools in Two States
Reading First includes the use of professional development with teachers in low-performing schools to improve low-income students' reading achievement. Although solid research evidence supports the core classroom practices and instructional assessment principles of Reading First, some of the specific professional practices under consideration for use as part of the Reading First initiative lack such evidence. Research has not yet used rigorous techniques to test these practices sufficiently ...
Federal funding program:
Award number:
R305M030052
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