Search Results: (1-15 of 26 records)
|WWC 2021007||Designing and Delivering Career Pathways at Community Colleges
The What Works ClearinghouseTM (WWC) developed this practice guide in partnership with a panel of experts including researchers who are at the forefront of career and technical education research and practitioners with experience in implementing career pathways interventions. The panel distilled recent, rigorous career pathways intervention research into five practice recommendations for administrators, staff, and faculty at community colleges to help guide the development and delivery of career pathways or career and technical education initiatives.
|WWC 2021006||Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades
The What Works Clearinghouse&TM; (WWC) developed this practice guide in partnership with a panel of experts including educators in both mathematics and special education. The panel distilled recent, rigorous mathematics intervention research into six practice recommendations for educators working with students in grades K-6. The guide can help educators tailor their math instruction approaches and small-group intervention programs and will also be useful to math specialists, math coaches, district and state personnel, and parents.
|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.
|WWC PGDP24||Preventing Dropout in Secondary Schools
This practice guide provides school educators and administrators with four evidence-based recommendations for reducing dropout rates in middle and high schools and improving high school graduation rates. Each recommendation provides specific, actionable strategies; examples of how to implement the recommended practices in schools; advice on how to overcome potential obstacles; and a description of the supporting evidence.
|WWC PQ1123||Strategies for Postsecondary Students in Developmental Education-A Practice Guide for College and University Administrators, Advisors, and Faculty
Students academically underprepared for college need comprehensive, integrated, and long-lasting supports to be successful in persisting and completing their college degrees. This What Works Clearinghouse (WWC) practice guide, Strategies for Postsecondary Students in Developmental Education – A Practice Guide for College and University Administrators, Advisors, and Faculty, includes evidence-based recommendations that college and university administrators, advisors, and faculty can use to improve the success of students placed into, or at-risk of placement into developmental education. Developed by a panel of experts, the strategies in this guide focus on ways to improve students' progress through developmental education, credit accumulation and persistence, academic achievement, and degree attainment. The practice guide offers specific examples and suggestions for implementing the recommendations in colleges and universities, highlights obstacles to implementation that educators might face, and identifies suggested implementation approaches.
|WWC PG111622||Teaching Secondary Students to Write Effectively
This practice guide presents three evidence-based recommendations for helping students in grades 6-12 develop effective writing skills. Each recommendation includes specific, actionable guidance for educators on implementing practices in their classrooms. The guide also summarizes and rates the evidence supporting each recommendation.
|WWC PGLIT21||Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
Young learners need strong foundational reading skills to achieve literacy success. This What Works Clearinghouse (WWC) practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, has evidence-based recommendations that teachers, reading coaches, principals, and other educators can use to improve literacy in the early grades. Developed by a panel of experts, the strategies in this guide focus on ways to improve alphabetics, fluency, and vocabulary instruction, as well as how to teach a range of other academic language skills. The guide also discusses using an integrated approach to instruction that can help improve early reading achievement. For more on preparing students to be successful readers, the WWC offers a companion practice guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
|WWC PGELL19||Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, provides four recommendations for teaching complex content to English learners while simultaneously building academic language and writing and oral language proficiency.
|WWC PGM1418||Teaching Math to Young Children
By the Numbers: Five Evidence-Based Recommendations for Teaching Math to Young Children gives a brief overview of the essential features of the WWC practice guide, Teaching Math to Young Children. The publication is designed to give those new to the WWC and the practice guide an introduction to the guide and the five practical, evidence-based recommendations in it. It includes details on the number of action steps, examples, illustrations, and solutions that practitioners will find in the guide. Readers will see how the practice guide content is designed to help them get the most out of the recommendations.
|WWC PG01813||Practice Guide: Teaching Math to Young Children
Before they even enter a classroom, many children show an interest in math. They notice basic shapes, examine patterns, and practice counting. Teachers can build on this curiosity and get children excited about math with five recommendations from the new What Works Clearinghouse (WWC) practice guide, Teaching Math to Young Children.
To succeed in school, children need to develop skills in five critical early math areas: number and operations, geometry, patterns, measurement, and data analysis. These are complex concepts for young minds. With techniques found in the guide, teachers can make math a daily experience that children enjoy and can succeed in.
Recommendations include the following:
|WWC PGAA17||Teaching Elementary School Students to Be Effective Writers
This practice guide provides four recommendations for improving elementary students' writing:
Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. Supporting evidence is drawn from a range of literature, from rigorous experimental studies to expert reviews of practices for teaching writing. Evidence ratings reflect the degree to which each recommendation is supported by high-quality experimental and quasi-experimental design studies that meet WWC standards.
This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.
|WWC PGMIM12||Improving Mathematical Problem Solving in Grades 4 Through 8
This practice guide provides five recommendations for improving students' mathematical problem solving in grades 4 through 8:
Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. Supporting evidence is drawn form a range of literature, from rigorous experimental studies to expert reviews of practices and strategies in mathematics education. Evidence ratings reflect the degree to which each recommendation is supported by high-quality experimental and quasi-experimental design studies that meet WWC standards. This guide is for teachers, math coaches, other educators, and curriculum developers who want to improve the mathematical problem solving of students.
|WWC 20104039||Developing Effective Fractions Instruction for Kindergarten Through 8th Grade
A high percentage of U.S. students lack conceptual understanding of fractions, even after studying fractions for several years. The Practice Guide "Developing Effective Fractions Instruction for Kindergarten Through 8th Grade" offers evidence-based recommendations for improving students' understanding of fractions. The guide is based on an extensive review of the literature and is designed for educators who work with students in kindergarten through 8th grade, when almost all instruction in fractions takes place.
The guide addresses early developing concepts of fractions, computation with fractions, and the more advanced topics of ratio, rate, and proportion. The panel's recommendations reflect the perspective that conceptual understanding of fractions is essential for students to learn about the topic, to remember what they learned, and to apply this knowledge to solve problems involving fractions. The guide provides detailed information for implementing five recommendations: (1) Build on students' informal understanding of sharing and proportionality to develop initial fraction concepts; (2) Help students recognize that fractions are numbers and that they expand the number system beyond whole numbers. Use number lines as a central representational tool in teaching this and other fraction concepts from the early grades onward; (3) Help students understand why procedures for computations with fractions make sense; (4) Develop students' conceptual understanding of strategies for solving ratio, rate, and proportion problems before exposing them to cross-multiplication as a procedure to use to solve such problems; and (5) Professional development programs should place a high priority on improving teachers’ understanding of fractions and of how to teach them. Each recommendation includes a summary of supporting research, implementation strategies, and potential roadblocks and solutions.
|WWC 20104038||Improving Reading Comprehension in Kindergarten Through 3rd Grade
The purpose of the Practice Guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" is to help teachers, reading coaches, principals, and other educators successfully improve reading comprehension for young readers. This guide focuses on reading comprehension abilities that may be taught specifically to students in kindergarten through 3rd grade. Specifically, it focuses on three areas that current research on reading indicates are critical to building a young student’s capacity to comprehend what he or she reads: knowledge and abilities required specifically to comprehend text, thinking and reasoning skills, and motivation to understand and work toward academic goals. This guide includes five recommendations that the panel believes are a priority to implement: (1) Teach students how to use reading comprehension strategies; (2) Teach students to identify and use the text's organizational structure to comprehend, learn, and remember content; (3) Guide students through focused, high-quality discussion on the meaning of text; (4) Select texts purposefully to support comprehension development; and (5) Establish an engaging and motivating context in which to teach reading comprehension. Each recommendation includes a summary of supporting research, implementation strategies, and potential roadblocks and solutions.
|WWC 20094066||Helping Students Navigate the Path to College: What High Schools Can Do
Access to higher education remains a challenge for many students who face academic and informational barriers to college entry. This guide targets high schools and school districts, and focuses on effective practices that prepare students academically for college, assist them in completing the steps to college entry, and improve their likelihood of enrolling in college.