Download or read book WWC Quick Review of the Report Impacts of Comprehensive Teacher Induction written by What Works Clearinghouse (ED) and published by . This book was released on 2009 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: The selected study examined the effects of comprehensive teacher induction (CTI) programs on teacher outcomes and student achievement. Within participating school districts, schools were randomly assigned to offer their beginning teachers either a CTI program or the district's standard induction program. Within the group participating in CTI, the study examined CTI's effects on teacher practice and teacher retention. This review examines the study's teacher retention analysis. Study authors reported no statistically significant effects of the CTI program on teacher retention rates after one year, nor on the proportion who remained in the teaching profession a year later. Authors also reported no effects of the CTI program on student reading or math achievement. What Works Clearinghouse (WWC) found the analysis of teacher outcomes to be consistent with WWC evidence standards. Analysis of student outcomes was found to be consistent with WWC standards with reservations, as CTI students may have been different from control students in ways not controlled for in the study. [The following report was the focus of this "Quick Review": "Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study" (NCEE 2009-4034). S. Glazerman, S. Dolfin, M. Bleeker, A. Johnson, E. Isenberg, J. Lugo-Gil, M. Grider, and E. Britton. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. 2008. For study report, see ED503061.].
Download or read book Impacts of Comprehensive Teacher Induction written by Steven Glazerman and published by . This book was released on 2008 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impacts of comprehensive teacher induction written by and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impacts of Comprehensive Teacher Induction written by Eric Isenberg and published by . This book was released on 2009 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the main policy responses to the problems of turnover and inadequate preparation among beginning teachers is to support them with a formal, comprehensive induction program. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The No Child Left Behind Act of 2001 (NCLB), which reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), emphasizes the importance of teacher quality in student improvement. Title II, Part A of ESEA--the Improving Teacher Quality State Grants program--provides nearly $3 billion a year to states to train, recruit, and prepare high quality teachers. The implementation of teacher induction programs is one allowable use of these funds. Current discussions on the reauthorization of NCLB argue for a continued focus on supporting teachers through professional development opportunities and teacher mentoring programs, with a call to fund "proven models" to meet these objectives. In addition, the Higher Education Opportunity Act of 2008 authorizes grants that include teacher induction or mentoring programs for new teachers. These initiatives highlight the need to conduct rigorous research to determine whether comprehensive teacher induction programs produce a measurable impact on teacher retention and other positive outcomes for teachers and students. The National Center for Education Evaluation and Regional Assistance within the U.S. Department of Education's Institute of Education Sciences (IES) contracted with Mathematica Policy Research (MPR) to address this issue by evaluating the impact of structured and intensive teacher induction programs over a three year time period, beginning when teachers first enter the teaching profession. An earlier report (Glazerman et al. 2008) presented results from the first year of the evaluation. The current report presents findings from the second year of the evaluation and a future report will present findings from the third and final year. Appendices include: (1) Analytic Methods; (2) Supplementary Figures: Impacts by District; (3) Sensitivity Analyses and Supplemental Tables for Chapter V; (4) Sensitivity Analyses and Supplemental Tables for Chapter VI; (5) Impacts on Teacher Preparedness (Two-Year Districts); and (6) Sensitivity Analyses for Chapter VII. (Contains 105 tables, 22 figures and 59 footnotes.) [For the "Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034," see ED503061.].
Download or read book Impacts of Comprehensive Teacher Induction written by Steven Glazerman and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impacts of Comprehensive Teacher Induction written by Eric Isenberg and published by . This book was released on 2009 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Past Present and Future Research on Teacher Induction written by Jian Wang and published by R&L Education. This book was released on 2010-07-16 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.
Download or read book New Teacher Center Induction Model written by and published by . This book was released on 2015 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Making Sense of the Zero Effect of Comprehensive Teacher Induction Programs written by Yihua Hong and published by . This book was released on 2013 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers new to the profession may face various challenges and struggle with pedagogy and classroom management. They tend to be less effective in boosting student learning than their more experienced colleagues (Murnane & Phillips, 1981; Raymond, Fletcher, & Luque, 2001; Rivkin, Hanusheck, & Kain, 2001). Since the early 1980s, there has been an increasing recognition of the importance of providing induction support in forms of mentoring programs, workshops, orientation seminars, collaboration opportunities, and other support systems to new teachers in their initial years of teaching (Furtwengler, 1995). At the present time, 27 states require some forms of induction or mentoring support for new teachers, 22 states mandate completion of or participation in an induction program for advanced teaching certification, and 17 states provide dedicated funding for teacher induction. While the general goal of teacher induction is to transform a student of teaching into a competent teacher of students, many evaluations in the past have focused on program impacts on novice teacher retention and professional well-being. Only a few studies have attended to instructional improvement as outcomes (see reviews by Ingersoll & Strong, 2011; Strong, 2009; Wang, Odell, & Schwille, 2008). Most studies (Davis & Higdon, 2008; Evertson & Smithey, 2000; Stanulis & Floden, 2009; Thompson, Paek, Goe, & Ponte, 2004) have suggested that more intensive mentoring and support from university-trained mentors might be associated with a higher rate of using effective instructional practices among new teachers. Yet one study (Roehrig, Bohn, Turner, & Pressley, 2008) reported that new teachers regardless of induction intensity declined in their use of effective teaching practices over the first year. These evaluations have been mostly non-experimental or quasi-experimental with a relatively small sample size. In contrast, a large-scale randomized study funded by the U.S. Department of Education and conducted by a research team from Mathematica Policy Research (Glazerman et. al, 2010) compared two prominent Comprehensive Teacher Induction (CTI) programs with standard district or school support for more than one thousand new teachers. Although teachers in the treatment group experienced more intensive, structured, and sequenced mentoring activities from trained external mentors, they exhibited surprisingly similar teaching practices as those in the control group in the spring of the first year such that a zero effect of the CTI programs was concluded. Reanalyzing data from the comprehensive teacher induction study, the authors aimed to unpack the zero effect of the CTI programs on teaching practices by closely examining the content and activities of mentoring as potential mediators of the induction program effects on teaching practices. The content of mentoring includes teaching planning and preparation, management of classroom environment, instructional content and pedagogy, and professional responsibilities. Key activities for mentees include keeping record and analysis of teaching and student learning, working with a study group of teachers, observing other teachers' teaching, and meeting with local instructional leaders. The following questions were asked: (1) Did treatment teachers and control teachers have different experiences with mentoring content and activities? (2) Did the differences in mentoring experiences mediate the program effect on teaching practices? (3) Was receiving mentoring from external mentors in the CTI programs as effective as receiving mentoring from home-based mentors under the control condition? Preliminary analysis indicated that treatment teachers and control teachers had different experiences with mentoring content and activities. Clearly, beginning teachers assigned to the CTI programs tend to receive a higher dosage of induction content and a higher intensity of mentoring activities. Therefore, we can rule out the second explanation for the zero effect of the CTI programs given that the treatment teachers displayed an equal or higher rate of participation than did the control teachers. The authors did note that a higher level of participation rate in the treatment group apparently did not lead to superiority in teaching practices in comparison with the control group. One would wonder, had the treatment teachers participated in the CTI programs at a lower rate that becomes equal to the control teachers' participation rate in their local induction programs, whether the teaching practices of the treatment group would become inferior to that of the control group. Tables are appended.
Download or read book Design of an Impact Evaluation of Teacher Induction Programs Final Report written by Steven Glazerman and published by . This book was released on 2006 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, researchers have argued that the shortage of highly qualified teachers in poor school districts may have less to do with attracting new teachers than with retaining them. To provide the scientific evidence that will support sound decisions about teacher induction, Mathematica is examining whether high-intensity teacher induction programs lead to higher retention rates and other positive teacher and student outcomes. This report lays out the study design in detail, documenting the process for building the sample of districts, schools, and students, and for conducting random assignment. In addition, it describes the data collection and analysis plans. (Contains 7 tables and 3 figures.).
Download or read book WWC Review of the Report Efficacy of the Responsive Classroom Approach written by What Works Clearinghouse (ED) and published by . This book was released on 2015 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study authors examined the impact of "Responsive Classroom," a professional development program for teachers, on student achievement. This study took place in a large, ethnically and socioeconomically diverse district in a mid-Atlantic state. The intervention was implemented during 3 school years from 2008 to 2011. Study authors randomly assigned 12 elementary schools to implement "Responsive Classroom" for 3 years and another 12 elementary schools to a comparison group that would not implement "Responsive Classroom" during that period. Intervention group teachers began receiving training for "Responsive Classroom" in summer 2008. However, the researchers discovered that some teachers in two of the comparison schools also received training for "Responsive Classroom." As a result, the authors randomly selected one of these two schools and re-assigned it to the intervention group, so that the intervention group ultimately consisted of 13 schools and the comparison group consisted of 11 schools. Study authors assessed the effectiveness of "Responsive Classroom" by comparing student performance in math and reading on a state standardized test in fifth grade. These students were in third grade during the 2008-09 school year, the first year that "Responsive Classroom" was implemented in the intervention group. There were about 1,000 students in the intervention group and 1,000 students in the comparison group. None of the analyses presented in this study meet WWC standards, and therefore, the study findings are not presented in this WWC report. A glossary of terms is provided. [The following study is the focus of this "Single Study Review:"Rimm-Kaufman, S. E., Larsen, R. A. A., Baroody, A. E., Curby, T. W., Ko, M., Thomas, J. B., Merritt, E. G., Abry, T., & DeCoster, J. (2014). "Efficacy of the Responsive Classroom approach: Results from a 3-year, longitudinal randomized controlled trial." "American Educational Research Journal," 1-37. doi: 10.3102/0002831214523821.].
Download or read book WWC Quick Review of the Report Effectiveness of Selected Supplemental Reading Comprehension Interventions written by What Works Clearinghouse (ED) and published by . This book was released on 2010 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," examined the effects of four supplemental reading comprehension curricula: (1) Project CRISS (CReating Independence through Student-owned Strategies), (2) ReadAbout, (3) Read for Real, and (4) Reading for Knowledge. The study included over 5,500 fifth-grade students attending 89 schools in 10 high-poverty school districts. Within each of the 10 districts, schools were randomly assigned to one of four intervention groups that received one of the supplemental curricula or to a control group that received no supplemental curriculum. Student achievement was measured using two reading comprehension assessments: the Group Reading Assessment and Diagnostic Evaluation (GRADE) and a social studies or science reading comprehension assessment developed for the study by the Educational Testing Service. Researchers also combined these scores into a composite test score. Students using the supplemental curricula did not score higher in reading comprehension than students who did not use these curricula. Students using the Reading for Knowledge curriculum scored lower than the control group on the composite test score and science comprehension, with effect sizes of -0.14 and -0.21, respectively. When all four intervention groups were combined, intervention group students scored lower than control group students on the GRADE and the composite test score (both effect sizes of -0.08.) The research described in this report is consistent with WWC evidence standards. This study was a well-implemented randomized controlled trial. [The following study is reviewed in this WWC quick review: James-Burdumy, S., Mansfield, W., Deke, J., Carey, N., Lugo-Gil, J., Hershey, A., Douglas, A., Gersten, R., Newman-Gonchar, R., Dimino, J., & Faddis, B. (2009). "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students" (NCEE 2009-4032). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. This report may be found at ED505578.].
Download or read book Direct Instruction written by Siegfried Engelmann and published by Educational Technology. This book was released on 1980 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Head Start Impact written by Michael J. Puma and published by Nova Novinka. This book was released on 2006 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Download or read book Principal Pipelines written by Susan M. Gates and published by . This book was released on 2019-05-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report describes the implementation of The Wallace Foundation's Principal Pipeline Initiative and its effects on student achievement, other school outcomes, and principal retention.
Download or read book Research Synthesis and Meta Analysis written by Harris Cooper and published by SAGE Publications. This book was released on 2015-12-24 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Fifth Edition of Harris Cooper′s bestselling text offers practical advice on how to conduct a synthesis of research in the social, behavioral, and health sciences. The book is written in plain language with four running examples drawn from psychology, education, and health science. With ample coverage of literature searching and the technical aspects of meta-analysis, this one-of-a-kind book applies the basic principles of sound data gathering to the task of producing a comprehensive assessment of existing research.
Download or read book Leading Schools to Success written by James W. Guthrie and published by SAGE Publications. This book was released on 2010-12-08 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: What’s missing in education reform in the United States? The answer is leadership; specifically, the ability of school and district leaders to construct and continually nurture a culture of sustained high performance. A true leader needs to have not only a vision of the desired culture, but the skills and information necessary to make that vision a reality. Providing a combined 70 years of classroom and administrative experience, renowned authors James Guthrie and Patrick Schuermann offer a practice-based approach, grounded in research and theory, to achieving and maintaining an atmosphere of success in schools through effective leadership.
