Search Results: (31-45 of 487 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC 2020006 | Intervention Report: Full Option Science System
This What Works Clearinghouse (WWC) intervention report summarizes the research on Full Option Science System (FOSS), a curriculum including content in the physical, earth, and life sciences that is designed to improve student science achievement in kindergarten through Grade 8. No eligible studies of FOSS met WWC design standards, so the WWC is unable to draw any conclusions at this time about the effectiveness of this program. |
5/20/2020 |
| WWC 2020009 | Web-Based Intelligent Tutoring for the Structure Strategy
This What Works Clearinghouse (WWC) intervention report summarizes the research on Web-Based Intelligent Tutoring for the Structure Strategy (ITSS), a web-based program that provides supplemental literacy instruction and practice for students in kindergarten to grade 8. The program is designed to develop students’ literacy skills needed to understand factual texts encountered in school and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall. Based on the research, the WWC found that ITSS is likely to increase students’ reading comprehension in grades 4-7. |
4/9/2020 |
| WWC 2020010 | Intervention Report Word Generation: English Language Learners
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Word Generation for English learners. Word Generation is a supplemental program that aims to improve students’ reading comprehension by building students’ vocabulary, academic language, and perspective-taking skills through classroom discussion and debate. Word Generation consists of a series of interdisciplinary units with daily lessons focused on a high-interest topic to increase student engagement. Based on the research, the WWC found that implementing Word Generation may result in little or no change in the reading comprehension or English language proficiency of English learners in grades 4-7. |
4/9/2020 |
| WWC 2020011 | The eMINTS Comprehensive Program
This What Works Clearinghouse (WWC) intervention report summarizes the research on the eMINTS Comprehensive Program, which aims to help teachers improve their practice and the outcomes of their students by offering structured professional development, coaching, and support for integrating technology into the classroom. The program’s goals include supporting teachers in using classroom technology to implement high-quality, inquiry-based learning, in which students develop understanding and knowledge of content matter by engaging in meaningful investigations that require reasoning, judgement, and decision making. Based on the research, the WWC found that, in grades 4-8, eMINTS may increase students’ math achievement and may result in little or no change in students’ literacy achievement. |
4/9/2020 |
| WWC 2020008 | Balanced Leadership® Intervention Report
This What Works Clearinghouse intervention report summarizes the research on Balanced Leadership, a professional development program for current and aspiring school leaders in schools serving students in kindergarten to grade 12. The program helps school leaders understand and implement a set of actions and behaviors that may be associated with improved student outcomes. The WWC's review of eligible research found that Balanced Leadership may increase principal retention at the school. |
3/11/2020 |
| WWC 2020007 | Intervention Report: Project-Based Inquiry Science
This What Works Clearinghouse (WWC) intervention report summarizes the research on Project-Based Inquiry ScienceTM, a curriculum with units in life science, earth science, and physical science that is designed to improve student science achievement in grades 6 to 8. No eligible studies of Project-Based Inquiry ScienceTM met WWC design standards, so the WWC is unable to draw any conclusions at this time about the effectiveness of this program. |
3/10/2020 |
| WWC 2020005 | Intervention Report: Fraction Face-Off! Primary Mathematics
This What Works Clearinghouse (WWC) intervention report summarizes research on Fraction Face-Off!, a supplemental math program designed to assist fourth-grade students with solving fraction problems. The WWC reviewed eligible research on Fraction Face-Off! and found that this program may increase fourth-grade student achievement in geometry and measurement, numbers and operations, and general mathematics skills. |
3/10/2020 |
| WWC IR010120 | Intervention Report: Open Learning Initiative (OLI)
OLI provides high-quality online courses and learning materials to instructors and learners at low or no cost. The interactive OLI courses feature machine-guided instruction, immediate feedback, exploratory virtual laboratories, worked examples, and practice problems. Most OLI courses are open to both independent learners and students in instructor-led courses. OLI provides content that ranges in length from several-hour modules to full-semester courses. Independent learners may complete the material at their own pace, while students in instructor-led courses may be assigned to complete the material in a specified timeframe. |
1/20/2020 |
| REL 2020016 | Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
This Kindergarten Teacher's Guide provides information for kindergarten teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four research-based recommendations and how-to steps: the WWC guide is for teaching children at school, and this guide is to help teachers support families in practicing foundational reading skills at home. br/> The information in this Kindergarten Teacher’s Guide is designed to assist teachers in supporting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices, and facilitated by ongoing parent-teacher communication. The Teacher’s Guide provides a framework for literacy support activities presented during schools’ family literacy nights and parent-teacher conferences. |
1/6/2020 |
| WWC 2020003 | Evidence Snapshot: Passport Reading Journeys
This What Works Clearinghouse (WWC) intervention report summarizes the research on Passport Reading Journeys, a supplemental literacy curriculum that is designed to improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and individualized computer-based practice. The curriculum includes a series of instructional sequences ("expeditions") on topics in science, math, fine art, literature, and social studies. Based on the research, the WWC found that Passport Reading Journeys has inconsistent effects on comprehension and little or no effect on general literacy achievement for struggling adolescent readers. |
11/21/2019 |
| WWC 2020002 | InsideTrack Coaching
This What Works Clearinghouse (WWC) intervention report summarizes the research on InsideTrack Coaching, an intervention designed to provide proactive, personalized coaching to help students identify and overcome both academic and non-academic barriers to college persistence and graduation. InsideTrack partners with universities to deliver its coaching to students through phone, video, email, text, and mobile apps. Based on the research, the WWC found that InsideTrack Coaching may increase persistence, and may result in little to no change in degree completion for four-year college students. |
11/12/2019 |
| WWC 2020001 | Accelerated Study in Associate Programs (ASAP)
This What Works Clearinghouse (WWC) intervention report summarizes the research on Accelerated Study in Associate Programs (ASAP), an intervention for community college students that is designed to remove barriers to college success and completion for students seeking associate degrees. ASAP offers students financial, academic, and personal supports. Based on the research, the WWC found that ASAP will likely increase graduation, enrollment, and credit accumulation and persistence rates for community college students. |
11/5/2019 |
| WWC 20090001 | Using Technology to Support Postsecondary Student Learning
Using Technology to Support Postsecondary Student Learning is a practice guide that focuses on promising uses of technologies associated with improving postsecondary student learning outcomes. The practice guide will help higher education instructors, instructional designers, and administrators support learning through the effective use of technology. Compiled by a panel of national experts and practitioners, the practice guide offers five evidence-based recommendations: * Use communication and collaboration tools to increase interaction among students and between students and instructors. * Use varied, personalized, and readily available digital resources to design and deliver instructional content. * Incorporate technology that models and fosters self-regulated learning strategies. * Use technology to provide timely and targeted feedback on student performance. * Use simulation technologies that help students engage in complex problem-solving. Each recommendation includes research-based strategies and examples for implementing these recommendations in postsecondary settings. Examples include sample tools for increasing communication and collaboration; strategies for varying course formats and packaging course content; technologies to foster self-regulated learning or provide feedback to students; and implementation examples from studies that provide the evidence base for the recommendations. |
5/8/2019 |
| WWC IRTC0419 | Facilitating Long-Term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT)/Take Stock in Children (TSIC)
The intervention report summarizes the WWC’s examination of the impact of Take Stock in Children's (TSIC's) FLIGHT program on high schools students' college access and enrollment, general achievement, and attendance. The FLIGHT intervention is designed to provide students with wrap-around case-management services including college preparation assistance, academic monitoring, and behavioral monitoring. Eligible students are connected with volunteer mentors, student advocates, and provided a two-year scholarship to college. FLIGHT also provides students and parents with workshops that cover a range of topics such as goal setting, study skills, and college preparation and applications. FLIGHT students also have access to college transition and retention services in their first three semesters of college. Based on the most recent available evidence, the WWC found that FLIGHT had potentially positive effects on college access and enrollment for recent high school graduates. There were no discernible effects on general achievement or attendance for high school students. |
4/30/2019 |
| WWC IRTC693 | Summer Counseling: Transition to College
This What Works Clearinghouse (WWC) intervention report summarizes the WWC’s examination of the impact of summer counseling on students' college enrollment and persistence. Summer counseling is designed to help college-intending high school graduates complete the steps needed to enroll in college and start their college careers. After reviewing the current research the WWC found that summer counseling had potentially positive effects on college persistence and mixed effects on college enrollment. |
3/27/2018 |
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