Search Results: (1-3 of 3 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCER 20082009REV | Effects of Preschool Curriculum Programs on School Readiness: Report from the Preschool Curriculum Evaluation Research Initiative
In 2002, the Institute of Education Sciences (IES) began the Preschool Curriculum Evaluation Research (PCER) initiative to conduct rigorous efficacy evaluations of available preschool curricula. Twelve research teams implemented one or two curricula in preschool settings serving predominantly low-income children under an experimental design. For each team, preschools or classrooms were randomly assigned to the intervention curricula or control curricula and the children were followed from pre-kindergarten through kindergarten. IES contracted with RTI International (RTI) and Mathematica Policy Research (MPR) to evaluate the impact of each of the 14 curricula implemented using a common set of measures with the cohort of children beginning preschool in the summer-fall of 2003. This report provides the individual results for each curriculum from the evaluations by RTI and MPR. Chapter 1 describes the PCER initiative and details the common elements of the evaluations including the experimental design, implementation, analysis, results, and findings. Chapters 2-13, respectively, provide greater detail on the individual evaluations of the curricula implemented by each research team including information on the curricula, the demographics of the site-specific samples, assignment, fidelity of implementation, and results. Appendix A presents results from a secondary analysis of the data. Appendix B provides greater detail regarding the data analyses conducted. Appendixes C and D provide additional information regarding the outcome measures. |
7/28/2008 |
| NCER 20072003 | Encouraging Girls in Math and Science: IES Practice Guide
This NCER Practice Guide is the second in a series of IES guides in education. Developed by a panel of experts, this guide brings together the best available evidence and expertise to provide educators with specific and coherent evidence-based recommendations on how to encourage girls in the fields of math and science. The objective is to provide teachers with specific recommendations that can be carried out in the classroom without requiring systemic change. Other school personnel having direct contact with students, such as coaches, counselors, and principals may also find the guide useful. The guide offers five recommendations and indicates the quality of the evidence that supports the recommendations. Together, the recommendations make a coherent statement: To encourage girls in math and science, educators need to strengthen girls' beliefs about their abilities in math and science, spark and maintain greater interest in these subject areas, and build associated skills. |
9/28/2007 |
| NCER 20072004 | Organizing Instruction and Study to Improve Student Learning
This NCER Practice Guide is the third in a series of IES guides in education. This guide reflects an expert panel's consensus on some of the most important principles to emerge from research on learning and memory. The guide draws on the best available evidence and expertise to provide teachers with specific strategies for organizing instruction and students' studying of material to facilitate learning and remembering, and for helping students use what they have learned in new situations. The guide includes a set of concrete actions relating to the use of instructional and study time that are applicable to subjects that demand a great deal of content learning, including social studies, science, and mathematics. Along with seven recommendations for teachers, the panel also indicates the quality of evidence that supports each recommendation. |
9/28/2007 |
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