Steve Schneider
Associated IES Content
Grant
Word Learning Strategies: A Program for Upper-Elementary Readers
The purpose of this project is to test the efficacy of Word-Learning Strategies (WLS), a fully-developed, comprehensive, supplementary program designed to improve upper elementary students' vocabulary by focusing on teaching students to use strategies for word learning. Results from standardized tests have consistently shown that a large proportion of students in the U.S. are below proficient in reading comprehension and vocabulary and this is especially true for students who are learning En...
Federal funding program:
Award number:
R305A150108
Grant
Khan Academy Resources for Maximizing Mathematics Achievement: A Postsecondary Mathematics Efficacy Study
This project tested if and how using Khan Academy web-based activities in regular classroom instruction improved community college student learning of algebra. Many students arrive at community college needing opportunities to learn or strengthen mathematics skills in order to complete a college-level mathematics class. To increase student success, some community colleges have turned to Khan Academy's free, online, mathematics resources for students and instructors. This project investigated...
Federal funding program:
Award number:
R305A140340
Grant
Making Sense of SCIENCE: Efficacy Study of a Professional Development Series for Middle School Science Teachers
In the United States, districts do not generally have coherent, coordinated professional development programs, nor are they likely to have the internal resources and capacity to meet their teachers' content-specific needs in science. Examination of the TE-MAT website (http://www.te-mat.org), a database of nearly 600 professional development resources in mathematics and science run by the National Science Teacher Association's NSTA Recommends program, reveals that only a handful attend to dee...
Federal funding program:
Award number:
R305A110515
Grant
Understanding Life Science: Improving Student Achievement by Deepening Teacher Content and Pedagogical Content Knowledge in Ways That Transform Instructional Practice
Despite small gains in science achievement over the last decade, American students' academic performance in science remains poor. In order to increase performance, students need teachers who are knowledgeable about the subject matter and who are prepared to teach science in clear, engaging ways. This research and development project will address this need by designing a teacher professional development program focused on the life sciences. By building the content and pedagogical content know...
Federal funding program:
Award number:
R305A110285
Grant
Linear Functions for Teaching: An Efficacy Study of Learning and Teaching Linear Functions
The proposed study aims to investigate the efficacy of professional development in algebra both to improve teachers' mathematics understanding as well as mathematics teaching practices and to increase students' resulting algebra proficiency, learning and achievement. Empirical studies have offered evidence for the potential efficacy of the professional development to be tested in this study, Learning and Teaching Linear Functions (LTLF). The growth of this intervention offers a context in wh...
Federal funding program:
Award number:
R305A100047
Grant
Efficacy Study of AnimalWatch: An Intelligent Tutoring System for Pre-Algebra
Algebra is considered a critical "gatekeeper" mathematics course for high school graduation and college enrollment, but many students continue to struggle with algebra and failure rates are high. Often, the problem is that students have not yet mastered the prerequisite computation, fractions, and algebra readiness skills necessary to successfully solve algebraic problems. One potential way to improve student mathematics achievement and prepare students for algebra may be through the use of ...
Federal funding program:
Award number:
R305A090197
Grant
A Randomized Controlled Study of the Effects of Intelligent Online Chemistry Tutors in Urban California School Districts
Student knowledge and skills in science in the U.S. needs to be improved. A National Science Board report in 2006 indicates that while science achievement has improved slightly on some measures over the last few years, it is far below goals set by the National Science Board's Commission on Precollege Education in Mathematics, Science, and Technology almost three decades ago. Moreover, the performance of students in the U.S. is lagging when compared to other countries. The purpose of this pro...
Federal funding program:
Award number:
R305A080063
Grant
Understanding Science: Improving Achievement of Middle School Students in Science
On the 2005 National Assessment of Education Progress, 41 percent of eighth-graders scored below the basic level in science. In the 1999-2000 school year, 42 percent of public school students were taught physical sciences by teachers who had neither a major nor certification in the field. The purpose of this project is to develop three teacher professional development courses in the Understanding Science series that address challenging physical science and earth science topics: heat and ene...
Federal funding program:
Award number:
R305B070233
Grant
Algebra Intervention for Measured Achievement—Full Year Curriculum
As the international workplace becomes more technical, it increasingly reflects the problem-solving demands of mathematics, and algebra in particular. In 2005, 36 percent of fourth-graders and 30 percent of eighth-graders scored at or above the Proficient level in mathematics on the National Assessment of Educational Progress. On the 2000 National Assessment of Educational Progress, the most recent assessment of grade 12 students, 17 percent of grade 12 students scored at or above the Prof...
Federal funding program:
Award number:
R305A070105
Grant
Diagnostic Embedded Classroom Assessment—An Efficacy Study
Embedding assessment practices within instructional materials gives teachers a tool to monitor student learning, provide immediate feedback to students at key junctures, and adjust instruction accordingly. Because science curricula typically include complex, sequential sets of knowledge and skills to master, embedded formative assessment may be a useful component of science curricula. WestEd, in collaboration with the University of California at Los Angeles, is planning to test the efficac...
Federal funding program:
Award number:
R305B070354
Grant
Algebraic Interventions for Measured Achievement
Federal funding program:
Award number:
R305K040003
Grant
Improving Children's Understanding of Mathematical Equivalence: An Efficacy Study
The purpose of this project is to evaluate Improving Children's Understanding of Equivalence (ICUE), a fully-developed intervention that supplements teachers' existing mathematics instruction and helps students develop understanding of mathematical equivalence. This intervention was developed under two prior IES awards (Arithmetic Practice that Promotes Conceptual Understanding and Computational Fluency and Improving Children's Understanding of Mathematical Equivalence). A vast majority of ...
Federal funding program:
Award number:
R305A150088
FY2012
FY2012 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
PI Meeting
2011 Principal Investigators Conference: September 7, 2011
The National Center for Education Research (NCER), in the U.S. Department of Education's Institute of Education Sciences (IES), sponsored a 1-day IES Principal Investigators (PI) Meeting on September 7, 2011. The PI meeting included grantees from various research grant topic areas and provided opportunities for focused discussions on topics of general interest for investigators as they complete project activities.
Sep 07, 2011
12:00AM - 11:59PM EDT
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
National Research & Development Center on Cognition and Mathematics Instruction
The National Center for Cognition and Mathematics Instruction has a core goal of redesigning components of a widely-used middle school mathematics curriculum-Connected Mathematics Project (CMP), and evaluating the efficacy of the redesigned curriculum materials.
Federal funding program:
Award number:
R305C100024
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
Grant
A Randomized Controlled Study of the Efficacy of Reading Apprenticeship Professional Development for High School History and Science Teaching and Learning
In this project, the researchers proposed to investigate the efficacy of the reading apprenticeship professional development program that aimed to improve teachers' integration of reading instruction into high school science and history and, thereby, to increase student reading and content proficiency. The professional development program was a response to the observations that many students who reach middle and high school do not possess sufficient reading skills to learn new knowledge when...
Federal funding program:
Award number:
R305M050031
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
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