Search Results: (16-28 of 28 records)
|REL 2014010||Summary of Research on the Effectiveness of Math Professional Development Approaches
The study identified and screened 910 research studies in a comprehensive literature search for effectiveness studies of math professional development approaches. Of these 910 studies, 643 examined professional development approaches related to math in grades K-12 and were conducted in the United States. Of the 643 studies, 32 focused primarily on math professional development provided to teachers and used a research design for examining effectiveness. Five of those were determined to have met WWC evidence standards (version 2.1) either with or without reservations. And of those five, only two found positive effects on students' math proficiency. Thus, there is very limited causal evidence to guide districts and schools in selecting a math professional development approach or to support developers' claims about their approaches.
|NCEE 20124050||Effects of Making Sense of SCIENCE Professional Development on the Achievement of Middle School Students, Including English Language Learners
For report NCEE 2012-4002 Effects of Making Sense of SCIENCE Professional Development on the Achievement of Middle School Students, Including English Language Learners http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=87
This file contains data from a study that evaluates the effects of the Making Sense of ScienceTM Force and Motion professional development program. The program is designed to improve teachers' pedagogical and science content knowledge. The Making Sense of ScienceTM Force and Motion course for teachers incorporates physical science content, analysis of student work and thinking, and classroom instruction to develop teacher expertise about force and motion and science instruction. The course emphasizes inquiry-based instruction practices.
The study found that grade 8 teachers who received the professional development had greater content knowledge about force and motion and confidence in teaching force and motion than teachers who did not receive the professional development. However, there was no impact of the program on students' physical science test scores.
The study was conducted from spring 2009 through spring 2010 in 137 schools served by 55 districts in Arizona and California. The study sample included 181 teachers who were randomly assigned to an intervention or control group (90 to intervention and 91 to control). Outcomes were measured for teachers during both the 2008/09 and 2009/10 school years and for students during the 2009/10 school year. The impact analyses included 133 teachers and 5,130 students in grade 8. The study's key outcome variables--teacher and student content knowledge in force and motion, student academic achievement in physical science, teacher confidence in teaching force in motion--were assessed with project administered tests (ATLAST's Test of Force and Motion), the California Standards Test in science, and teacher surveys.
|REL 20124013||Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region
This study is a randomized controlled trial examining the impact on student English language proficiency of the On Our Way to English (OWE> curriculum, offered in combination with the Responsive Instruction for Success in English (RISE) teacher professional development.
On Our Way to English was developed to provide ELL students access to English oral language development, comprehensive literacy instruction, and standards-based content area information in science and social studies. Responsive Instruction for Success in English (RISE) complements the OWE classroom program with professional development to understand the content of OWE, the rationale for its structure, and practical strategies for its use.
The study found that the combination of OWE and RISE did not have a statistically significant effect on students’ acquisition of English, teacher-reported student engagement, instructional practices, or assessment practices.
|REL 20124005||Evaluation of Quality Teaching for English Learners (QTEL) Professional Development
To add to the evidence base on effective strategies for teaching English language learner students, the 2006-2011 REL West at WestEd conducted a rigorous study of the impact on middle grades student achievement of a teacher professional development program.
The program, Quality Teaching for English Learners (QTEL), is an approach to improving the teaching of English language learner students. The program aims to enhance the ability of teachers to work with English language learner students and increase the quality of instruction for all other students in the mainstream classroom. QTEL summer institutes consist of seven days of professional development to provide a foundation for using new tools and processes for the academic and linguistic development of adolescent English language learner students.
This study, Evaluation of Quality Teaching for English Learners (QTEL) Professional Development, examined QTEL’s effects on student outcomes in English language arts and English language development, as measured by the California Standards Test and the California English Language Development Test. No significant effects of QTEL were found on student achievement. For teachers, no significant effects were found on attitudes, knowledge, or practice, as measured by the teacher survey, teacher knowledge assessment, and a classroom observation protocol, respectively.
The study sample included middle schools in urban and suburban areas of three Southern California counties. The study was conducted from 2007-2010.
|REL 20124017||The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region
The 2006-11 Regional Educational Laboratory Mid-Atlantic at Penn State University has concluded a rigorous experimental study of the effect of the Connected Mathematics Project 2 (CMP2) on the mathematics achievement and engagement of grade 6 students.
CMP2 is designed to encourage students to be responsible for their mathematics learning by exploring different solution pathways, sharing their ideas with other students, listening to the ideas of others, and questioning each other.
The study, Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region, found that students who experienced CMP2 did not have greater mathematics achievement or engagement than comparison students who experienced other curricula. The study was conducted in 70 schools in the Mid-Atlantic region.
|REL 20124002||Effects of Making Sense of SCIENCE Professional Development on the Achievement of Middle School Students, Including English Language Learners
The study, Effects of Making Sense of SCIENCE professional development on the achievement of middle school students, including English language learners, found that grade 8 teachers who received the professional development had greater content knowledge about force and motion and confidence in teaching force and motion than teachers who did not receive the professional development. However, there was no impact of the program on students’ physical science test scores.
The Making Sense of Science Force and Motion course for teachers incorporates physical science content, analysis of student work and thinking, and classroom instruction to develop teacher expertise about force and motion and science instruction. The course emphasizes inquiry-based instruction practices.
|REL 2012122||Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States
This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement.
|WWC QRMS0212||WWC Quick Review of the Report “Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation”
This randomized controlled trial examined whether a professional development program for seventh grade mathematics teachers improved the teachers' knowledge of rational number topics and the performance of their students on a rational number test.
|REL 20114007||An Experimental Study of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools
Students entering high school face many new academic challenges. One of the most important is their ability to read and understand more complex text in literature, mathematics, science, and social studies courses as they navigate through a rigorous high school curriculum. The Regional Educational Laboratory (REL) Northwest conducted a study to examine the effectiveness of a teacher professional development program called Project CRISS, which stands for Creating Independence through Student-owned Strategies. Through Project CRISS, high school teachers learn how to apply research-based learning principles and reading/writing strategies in all major subject or content areas using materials, training, and follow-up support provided by the developer. The ultimate goal of Project CRISS is to help students learn new ways to read and comprehend, practice reading and writing strategies in different classes, and eventually internalize and use successful reading and writing strategies independently, leading to improved reading comprehension.
|REL 20114005||Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region: Final Report
Under the No Child Left Behind Act of 2001 (NCLB), states, districts, and schools are required to ensure that all students meet the same high standards in mathematics and reading by the end of the 2013/14 school year (No Child Left Behind Act 2002). In working toward this goal, states, districts, and schools are increasingly in need of rigorous, high-quality research on efficient and effective interventions to improve student achievement.
|NCEE 20104010||Middle School Mathematics Professional Development Impact Study: findings After the First Year of Implementation
The restricted-use file for this study will be available in the winter of 2011 and contains data for the 2007-08 school year including teacher mathematics knowledge test information, teacher surveys, classroom observations of teacher practices, and student demographic data and math achievement for seventh graders.
|WWC IRALPC10||Project CRISS (Creating Independence through Student-owned Strategies)
Methods designed to improve literacy skills is the focus of the What Works Clearinghouse (WWC) Intervention Report on Project CRISS (CReating Independence through Student-owned Strategies). Project CRISS is a professional development program for teachers that aims to improve reading, writing and learning for 3rd- through 12th-grade students. The WWC reviewed 31 studies on Project CRISS for adolescent learners. Two of these studies meet WWC evidence standards. The two studies are randomized controlled trials and include 2,569 students in grades 4 through 6 who attend public schools in 10 states. Based on these two studies, the WWC found Project CRISS to have potentially positive effects on comprehension for adolescent learners.
|NCEE 20104009||Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation
Results after one year of providing teachers math professional development (PD) indicate no improvement on their students' math achievement when compared to teachers who did not receive the study-provided PD. The Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation included 77 schools in 12 districts in 2007-2008. The PD, although purposely designed to be relevant to the curricula that teachers were using in their classrooms, focused primarily on developing teachers' capability to teach positive rational number topics effectively. America's Choice and Pearson Achievement Solutions were the two professional development providers, each operating in half the districts. Teachers who taught the core 7th grade mathematics class in the study schools were assigned by lottery to either receive the professional development or not. Teachers in all of the study schools continued to be eligible for district-provided PD.
Other key findings include: