Skip Navigation

Publications & Products

Search Results: (31-45 of 550 records)

 Pub Number  Title  Date
REL 2021053 A Second Grade Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills

This Second Grade Teacher's Guide provides information for second grade 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) practice guide, 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.

The information in this Second Grade 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. This Teacher's Guide includes:

  • Recommendation Reminders that provide a snapshot of each recommendation and how-to steps from the WWC guide.
  • Teacher Scaffolds that model the language teachers can use with families to describe a specific skill, why it is important in learning to read, and how to support that skill.
  • Family Activities that contain evidence-based literacy activities with easy-to-follow plans, and materials that teachers model and share with families.
  • Family Literacy Videos that show families engaging their child in activities related to the skills teachers modeled during family literacy nights or at parent-teacher conferences.
2/8/2021
REL 2021062 Self-Study Guide for Evidence-Based Coaching for Literacy: PreK–Grade 12
This Self-study Guide for Evidence-Based Literacy Coaching PreK-Grade 12 was developed to help improve the effectiveness of literacy coaching in order to increase the knowledge, skill, and ability of teachers to implement evidence-based practices. This self-study guide was designed to help administrators, teacher leaders, and coaches reflect upon literacy coaching strengths and challenges, spark conversations among staff, and identify areas for improvement. The guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy coaching, increase the percentage of teachers receiving coaching services that use evidence-based practices in their classrooms, and improve student achievement in literacy.
2/1/2021
REL 2021055 Effects of an Inquiry-Oriented Curriculum and Professional Development Program on Grade 7 Students' Understanding of Statistics and on Statistics Instruction
The purpose of this study was to examine the impact of the Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS) program on classroom instruction and student understanding of grade 7 statistics. This randomized controlled trial in 40 Broward County, Florida, middle schools compared the STEPSS program condition (a 20-day replacement curriculum unit designed to support teaching and learning of the probability and statistics standards in grade 7, along with four days of professional development for teachers) with practice-as-usual statistics instruction and teacher professional development. The initial study sample included 155 grade 7 mathematics teachers and 14,045 grade 7 mathematics students in the 40 schools. The STEPSS program improved student performance on a test of conceptual understanding of statistics and increased the levels of cognitive demand and classroom discourse in classroom statistics instruction. The magnitude of the effect on student performance was 23 percent of one standard deviation, which is comparable to an increase of 9 percentile points for an average student. In addition, the study found that teachers involved students in tasks involving higher levels of cognitive complexity and engaged their students in higher levels of reasoning and discussion about each other’s ideas regarding probability and statistics in the schools where teachers participated in the STEPSS program. The results of this study suggest that school districts should consider implementing the STEPSS program as a way to improve student understanding of and instructional practice in grade 7 statistics. Mathematics programs that are subjected to randomized controlled trials rarely result in positive impacts on student test performance of the magnitude attained in this study.
1/26/2021
REL 2021054 How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data
Teachers have access to more data than ever before, including summative (state-level), interim (benchmark-level), and formative (classroom-level) assessment data. Yet research on how often and why teachers use each type of these data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of teachers and principals in 353 Nebraska schools to learn about teachers’ use and perceptions of summative, interim, and formative data and inform a state-level professional learning plan to support teachers’ data use. The findings indicate that teachers used formative data more often than interim or summative data and they perceived formative data to be more useful. Teachers with the least experience (5 years or less) reported using formative data more often than did teachers with the most experience (22 years or more). Teachers' perceptions of their competence in using data, their attitudes toward data, and their perceptions of organizational supports for data use (professional learning, principal leadership, and computer systems) were each positively associated with teachers' instructional actions with data. When teachers reported greater competence in using data, more positive attitudes toward data, or more organizational supports for data use, they more often took instructional actions with formative and interim data. Teachers with an advanced degree reported that they felt more competent in, and positive toward, using data than did teachers with a bachelor's degree.
1/25/2021
NCES 2021241 Baccalaureate and Beyond (B&B:08/18): First Look at the 2018 Employment and Educational Experiences of 2007–08 College Graduates
This report describes outcomes of 2007–08 bachelor’s degree recipients in 2018, about 10 years after graduation. Outcomes include financial well-being, student loan borrowing and repayment, postbaccalaureate enrollment, employment history, earnings, job characteristics, and teaching status.
1/13/2021
REL 2021056 Exploring Teachers’ Influence on Student Success in an Online Biology Course
This study of an online high school biology course offered by Florida Virtual School examined the amount of variation in course completion, students’ final exam scores, and time to completion that is attributable to the influence of teachers. This study examined three different student outcomes for segment 1 of the course: the rate of course completion, score on the final exam at the end of the course segment, and time taken to complete the segment. Students' end-of-segment exam varied only slightly across teachers, but teachers showed more influence on completion rates and time to completion. As a result, students with the highest- and lowest-performing teachers had notable differences in their time to completion and minor differences in course completion and exam scores.
1/6/2021
REL 2021052 An Approach to Using Student and Teacher Data to Understand and Predict Teacher Shortages
Addressing teacher shortages has been a persistent concern among leaders in schools, districts, state education agencies, and the federal government. This report describes an approach to identifying patterns of teacher shortages that was collaboratively developed by the Missouri Department of Elementary and Secondary Education and the Regional Educational Laboratory Central. The approach is implemented using widely available software. It can be adopted or adapted by education agencies that wish to understand and predict teacher shortages, including shortage trends in content and certification areas, in their own contexts. Education agencies may also use teacher shortage predictions to inform efforts to address inequities in students’ access to excellent educators.
12/15/2020
REL 2021045 Professional Learning Community: Emergent Literacy
REL Southeast developed Professional Learning Community: Emergent Literacy to build the capacity of preschool educators to provide 3–5-year-old children evidence-based emergent literacy instruction. Early childhood teachers can help build the foundation to improve emergent literacy skills related to school readiness outcomes. The goal is to engage preschool teachers in collaborative learning experiences to support implementation of evidence-based language and literacy strategies that, in turn, can benefit children. A facilitator will use the Facilitator Guide and accompanying suite of materials to lead a team of preschool teachers through professional learning community sessions. The materials, developed in collaboration with the REL Southeast School Readiness Partnership, include four modules: 1) Print Knowledge; 2) Phonological Awareness; 3) Vocabulary; and 4) Oral Language. Each module is comprised of three resources:
  • A Facilitator Guide that includes a structured plan to deliver professional learning, slides, and speaker notes.
  • A PowerPoint Presentation that includes slides to project during each PLC session. Authentic Classroom Videos of preschool teachers implementing evidence-based language and literacy instructional practices are embedded in the slides of the PowerPoint presentation.
  • A Participant Guide that includes the emergent literacy content, activities, and resources for participating preschool teachers.
12/14/2020
NCES 2020133 Teacher Performance Evaluations in U.S. Public Schools
This Data Point compares the sources of information in evaluating teacher performance and how the information is used by traditional public school and public charter school principals in the United States.
12/3/2020
REL 2021041 The Association between Teachers’ Use of Formative Assessment Practices and Students’ Use of Self-Regulated Learning Strategies
Three Arizona school districts surveyed more than 1,200 teachers and more than 24,000 students in grades 3–12 in spring 2019 to better understand the relationship between their teachers’ use of formative assessment practices and their students’ use of self-regulated learning strategies, to help shape related teacher development efforts moving forward. Descriptive results indicated that students regularly track their own progress but less frequently solicit feedback from teachers or peers. On the other hand, teachers regularly give students feedback but less frequently provide occasions for students to provide feedback to one another. There was only a small, positive association between the number of formative assessment practices teachers used and the average number of self-regulated learning strategies among their students. The correlation was stronger in elementary classrooms and in STEM (science, technology, engineering, and mathematics) classrooms than in others. Some of teachers’ least-used formative assessment practices—facilitating student peer feedback and student self-assessment—had the strongest, positive associations with the average number of self-regulated learning strategies their students used. The more that teachers reported using these particular practices, the more self-regulated learning strategies their students reported using.
11/24/2020
NCES 2017072REV2 Characteristics of Public Elementary and Secondary School Teachers in the United States: Results From the 2015–16 National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the 2015–16 National Teacher and Principal Survey Public School Teacher Data File.
11/24/2020
REL 2021042 A First-Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
A First Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills will be part of a suite of resources teachers can use with families to encourage and facilitate literacy support for children at home. The suite of resources will include a Teacher Guide, Family Activities, and Family Videos. The information in the Teacher Guide will be designed to assist teachers in sup-porting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices (the Foundational Reading Skills Practice Guide), and facilitated by ongoing parent-teacher communication. The Teacher Guide will provide a framework for literacy support activities presented during schools' family literacy nights and parent-teacher conferences.

The Family Activities will contain evidence-based literacy activities that the teacher can give to the parent during family literacy night or at parent-teacher conferences for the parents to do at home with their child. Each activity will use family-friendly language and include a user-friendly format. Materials needed (e.g., letter cards) for each activity will be included.

The Family Videos will depict families using the activities to support children's literacy at home. The videos can be shown at the school's literacy night or during parent-teacher conferences to illustrate family involvement in first grade literacy.

Similar guides for kindergarten and grades 2 and 3 will also be available.
10/14/2020
NCES 2020103 Race and Ethnicity of Public School Teachers and Their Students
This Data Point examines the race and ethnicity of public school teachers in the United States by the race and ethnicity of the student bodies they teach.
9/22/2020
NCES 2020142REV Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
9/21/2020
REL 2020022 Investigating the Relationship between Adherence to Connecticut’s Teacher Education and Mentoring Program Requirements and Teacher Retention
This study examined data from Connecticut’s induction and mentoring program for beginning teachers, called the Teacher Education and Mentoring (TEAM) Program. The TEAM Program requires beginning teachers to complete five instructional modules, submit reflection papers, and meet with a mentor. This study explored fidelity of implementation of the TEAM Program, how fidelity of implementation varied across schools and districts, and examined relationships between fidelity of implementation and teacher retention. Fidelity of implementation refers to the extent to which the program was delivered as planned. Researchers calculated fidelity scores for beginning teachers based on whether they completed essential TEAM Program requirements. The sample consisted of 7,708 teachers from four cohorts of beginning teachers in the 170 Connecticut districts who entered TEAM between school years 2012/13 and 2015/16. Researchers used statistical models to examine the relationship between fidelity of implementation and one- and three-year teacher retention. Fidelity of implementation varied across the six TEAM requirements studied, which were grouped into three types: hours of contact between the teacher and mentor, module completion, and reflection paper submission. Fidelity was highest for module completion. Fidelity was lowest for documented contact hours between teachers and mentors. The state’s 30 lowest performing districts had higher fidelity on two out of six requirements of the TEAM Program than higher performing districts in the state; the two requirements were documented contact hours between teachers and mentors and completing five modules. Teachers who completed TEAM requirements with higher fidelity were more likely to stay in the same district and in the Connecticut public school system.
9/21/2020
<< Prev    31 - 45     Next >>
Page 3  of  37