Search Results: (1-15 of 227 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRDPWT09 | Wyman Teen Outreach Program
The Wyman Teen Outreach Program (TOP) is a life skills curriculum for 12- to 17-year-olds that aims to prevent negative youth behaviors, such as school failure and early pregnancy. Trained facilitators deliver the curriculum in weekly classes throughout the school year. Participants discuss topics such as goal-setting, peer pressure, relationship dynamics, values, and communication skills. The program can be integrated with a school's existing curriculum, or offered as an in-school elective, or an after-school program. During the program year, teens enrolled in TOP must also plan and carry out a community service project. These projects require a minimum of 20 hours of service and can include activities such as fund raisers, graffiti removal, tutoring, volunteering at food pantries, petition drives, or other student-initiated activities. |
1/6/2009 |
| WWC IRECECC09 | Curiosity Corner
Curiosity Corner is an early childhood curriculum emphasizing children's language and literacy skills. It comprises two sets of 38 weekly thematic units—one for three-year-olds and one for four-year-olds. Program staff conduct daily lessons using sequential daily activities. |
1/6/2009 |
| WWC QRSU1208 | WWC Quick Review of the Report "Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches"
This study examined the effects on student test scores of hiring reading coaches to work with middle school teachers. The program was funded through the statewide Just Read, Florida! (JRF) literacy initiative. |
12/18/2008 |
| WWC QRIT1208 | WWC Quick Review of the Report "The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement"
This study examined the effect of the Language Essentials for Teachers of Reading and Spelling (LETRS) professional development curriculum on the reading achievement of second graders. |
12/18/2008 |
| WWC IRBRLP08 | Lindamood Phonemic Sequencing (LiPS)®
The Lindamood Phonemic Sequencing (LiPS)® program (formerly called the Auditory Discrimination in Depth® [ADD] program) is designed to teach students skills to decode words and to identify individual sounds and blends in words. Initial activities engage students in discovering the lip, tongue, and mouth actions needed to produce specific sounds. After students are able to produce, label, and organize the sounds, subsequent activities in sequencing, reading, and spelling use the oral aspects of sounds to identify and order them within words. The program also offers direct instruction in letter patterns, sight words, and context clues in reading. The LiPS® program is individualized to meet students’ needs and is often used with students who have learning disabilities or reading difficulties. The version of the program tested here involved computer-supported activities. |
12/16/2008 |
| WWC IRBRHMI08 | Houghton Mifflin: Invitations to Literacy
Houghton Mifflin: Invitations to Literacy, developed by the Houghton Mifflin Company, is an integrated K–8 reading and language arts program. The philosophy behind the program is that literacy instruction should stimulate, teach, and extend the communication and thinking skills that will allow students to become effective readers, writers, communicators, and lifelong learners. The program is structured around themes. It includes hands-on activities that allow students to collaborate or share information on a theme-related project with other classrooms around the world (for example, participating in a collaborative poem-writing exercise) and virtual field trips to Internet sites that have content, activities, and projects related to the theme. |
12/16/2008 |
| WWC QRTS1208 | Teaching Science as a Language: A Content-First Approach to Science Teaching
This study examined whether teaching scientific concepts using everyday language before introducing scientific terminology improves the understanding of these concepts. The study included 49 students—30 who spoke Spanish at home and 19 who spoke English at home—from one fifth-grade classroom in Oakland, California. All students took a four-hour web-based lesson on photosynthesis developed by the study authors. Twenty-five students were randomly selected to take a version that explained scientific concepts using everyday language before introducing scientific terminology. The other 24 took a version that used scientific terminology from the outset. At the end of the lesson, the study authors used a test they developed to assess students' conceptual understanding of photosynthesis. |
12/2/2008 |
| WWC QREK1108 | Evaluation of the Kansas City CDF Freedom Schools® Initiative
This study examined whether Children's Defense Fund (CDF) Freedom Schools® improve students' reading assessment scores. More than 3,000 kindergarten through eighth grade students in Kansas City, Kansas and Kansas City, Missouri participated in the study. These children attended one of 18 Kansas City churches that hosted the CDF Freedom Schools® during the summers of 2005 through 2007. The study examined data from standardized reading assessments that were collected during the first and last week of each summer session. The study examined changes in reading assessment scores separately for 2,638 students who participated in the CDF Freedom Schools® program and for 508 students who did not participate in the program. |
12/2/2008 |
| WWC IRBRRR08 | Reading Recovery®
Reading Recovery® is a short-term tutoring intervention intended to serve the lowest-achieving (bottom 20%) first-grade students. The goals of Reading Recovery® are to promote literacy skills, reduce the number of first-grade students who are struggling to read, and prevent long-term reading difficulties. Reading Recovery®supplements classroom teaching with one-to-one tutoring sessions, generally conducted as pull-out sessions during the school day. Tutoring, which is conducted by trained Reading Recovery® teachers, takes place daily for 30 minutes over 12–20 weeks. |
12/2/2008 |
| REL 2008065 | Preparing Teachers in the Southeast Region to Work with Students with Disabilities
The study examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six Southeast Region states integrate content related to students with disabilities. Most programs require one disability-focused course, two-thirds incorporate fieldwork related to students with disabilities, and more than half incorporate disability content into their mission statements. |
12/2/2008 |
| NCEE 20094033 | The Late Pretest Problem in Randomized Control Trials of Education Interventions
The Late Pretest Problem in Randomized Control Trials of Education Interventions, by Peter Schochet, addresses pretest-posttest experimental designs that are often used in randomized control trials (RCTs) in the education field to improve the precision of the estimated treatment effects. For logistic reasons, however, pretest data are often collected after random assignment, so that including them in the analysis could bias the posttest impact estimates. Thus, the issue of whether to collect and use late pretest data in RCTs involves a variance-bias tradeoff. This paper addresses this issue both theoretically and empirically for several commonly-used impact estimators using a loss function approach that is grounded in the causal inference literature. The key finding is that for RCTs of interventions that aim to improve student test scores, estimators that include late pretests will typically be preferred to estimators that exclude them or that instead include uncontaminated baseline test score data from other sources. This result holds as long as the growth in test score impacts do not grow very quickly early in the school year. |
12/1/2008 |
| NCEE 20094036 | Enhanced Reading Opportunities: Findings from the Second Year of Implementation: Report from the Preschool Curriculum Evaluation Research Initiative
The report, Enhanced Reading Opportunities: Findings from the Second Year of Implementation presents findings from an ongoing evaluation of the impact of two supplemental literacy programs — Reading Apprenticeship Academic Literacy (RAAL) and Xtreme Reading (XR) — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the second cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among the students who were randomly assigned to participate in the supplemental literacy programs equivalent to 1 to 2 months of instruction compared to those who did not participate in the programs. Analyzed separately, RAAL had a statistically significant impact on reading comprehension while XR did not have a statistically significant impact on reading comprehension. No statistically significant impacts were found on student’s vocabulary test scores or their use of reading behaviors promoted by the programs. |
11/20/2008 |
| NCEE 20094038 | Reading First Impact Study Final Report
The No Child Left Behind Act (NCLB) of 2001 created the Reading First program to help ensure that all students can read at or above grade level by the end of third grade. The law required an independent, rigorous evaluation of the program. The Reading First Impact Study Final Report provides an update of previously released impact findings on student reading comprehension and classroom reading instruction using an additional year of data (2006-07). In addition, the report includes information on the impact of the program on first grade students’ decoding skill in 2006-07 as well as an examination of the relationship between classroom instruction and student reading comprehension. The results indicate that Reading First produced statistically significant positive impacts on multiple reading practices promoted by the program, such as the amount of instructional time spent on the five essential components of reading instruction and professional development in scientifically based reading instruction. Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three. However, there was a positive and statistically significant impact on first grade students’ decoding skills in spring 2007. |
11/19/2008 |
| REL 2008052 | Developing the "Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region": a Companion to the Database
This report provides state-, regional-, and district-level decision makers in the Northeast and Islands Region with a description of the Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region, a searchable database of selected profiles of retention strategies implemented in Connecticut, Maine, Massachusetts, and Vermont. |
11/3/2008 |
| NCEE 20094034 | Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study
The report, Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study, presents implementation and impact findings for beginning elementary school teachers after one year of induction services. The study tests whether comprehensive teacher induction affects teacher retention rates, classroom practices, and student achievement, compared to the induction programs that districts normally provide. Beginning teachers in schools randomly assigned to receive comprehensive induction services were offered weekly mentoring from a full-time mentor (who provided services such as observing the beginning teacher in his/her classroom and providing feedback), opportunities to observe other teachers in their classrooms, and professional development workshops on topics such as classroom management and lesson planning. Two comprehensive induction providers were included in the study &,dash; the Educational Testing Service and the New Teacher Center at the University of California-Santa Cruz. |
10/28/2008 |
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