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Full-Text Articles in Education

Positive Psychology Interventions In The Classroom For Students With Special Needs: First Book, Jill G. Bell, Kellie Cummings, Mina Simhai, Arlen Solodkin May 2019

Positive Psychology Interventions In The Classroom For Students With Special Needs: First Book, Jill G. Bell, Kellie Cummings, Mina Simhai, Arlen Solodkin

Master of Applied Positive Psychology (MAPP) Service Learning Projects

This paper sets forth the empirical and theoretical underpinnings and evidence-based activities that teachers of students with special needs in low-income schools can utilize to manage behavioral challenges. The authors identify applicable positive psychology resources, as requested by First Book, a non-profit providing member educators with resources that help children learn and seeks to accelerate implementation of innovative research in low-income schools. The authors, at the request of First Book, focus on emotional intelligence, growth mindset, self-regulation and character strengths, operationalizing these topics with a two-pronged approach: 1) specific actions teachers can take to build positive classrooms and 2) practical ...


Typology Of Teacher Leadership Programs, Jill Harrison Berg, Peter Horn, Jonathan A. Supovitz, Jason Margolis Jan 2019

Typology Of Teacher Leadership Programs, Jill Harrison Berg, Peter Horn, Jonathan A. Supovitz, Jason Margolis

CPRE Research Reports

Education leaders are perennially seeking new ways to build the capacity of teachers to enhance learning experiences for all students. Teacher leadership, which we define as teachers’ support of the improvement of teaching and learning beyond their own classroom, has long been a source of interest and experimentation (Wenner & Campbell, 2017; York-Barr & Duke, 2004). Teacher leadership recognizes teachers’ instructional expertise as an asset for educational improvement, capitalizes upon teachers’ relationships with their colleagues to support change, and may provide career advancement opportunities to improve job satisfaction and the professionalization of teaching. For these and other reasons, states, districts, funders and teachers themselves have become increasingly interested in the promise of teacher leadership.

In this study, we map the landscape of teacher leadership programs across the U.S. and identify commonalities and distinctions amongst the range of programs. Using a variety of search approaches to capture publicly-available information, we document 285 state, local, university, and foundation-sponsored programs that use a variety of techniques to support teachers as leaders. We then categorize the forms of support, attending to program models, objectives, sponsorship, and audience.

We identify three major forms of support provided by teacher leadership programs: (1) preparation of teachers with knowledge and skills that can help them to lead; (2) positioning of teachers in leadership roles to capitalize upon their expertise; and (3) recognition of teachers as leaders through awards and other forms of appreciation or acknowledgement. While some programs focus only on one of these approaches, most employed a combination of these forms of support. Based on this ...


Seven Trends: The Transformation Of The Teaching Force – Updated October 2018, Richard M. Ingersoll, Elizabeth Merrill, Daniel Stuckey, Gregory Collins Nov 2018

Seven Trends: The Transformation Of The Teaching Force – Updated October 2018, Richard M. Ingersoll, Elizabeth Merrill, Daniel Stuckey, Gregory Collins

CPRE Research Reports

Report amended November 1, 2018.

Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? This report summarizes the results of an exploratory research project that investigated what trends and changes have, or have not, occurred in the teaching force over the past three decades.

Our main data source was the Schools and Staffing Survey (SASS) and its supplement, the Teacher Follow-Up Survey (TFS) – collectively the largest and most comprehensive source of data on ...


Rooted In Resilience: A Framework For The Integration Of Well-Being In Teacher Education Programs, Jessica Spurgeon, Lauren Thompson Aug 2018

Rooted In Resilience: A Framework For The Integration Of Well-Being In Teacher Education Programs, Jessica Spurgeon, Lauren Thompson

Master of Applied Positive Psychology (MAPP) Capstone Projects

The process of teaching students is incredibly difficult. Oftentimes, the adversities of the profession sway highly effective teachers into social and emotional deficits, and eventually lead to burnout (Spilt, Koomen, & Thijs, 2011; Wisniewski & Gargiulo, 1997). Emotional depletion, burnout, and high attrition in the profession may be costly for the educational system – both financially and academically (Klusmann, Richter, & Lüdtke, 2016). We suggest that the key to preventing burnout, and cultivating flourishing students, is through the educators themselves. Educators who are taught, practice, and implement the skills of well-being at the onset of their careers are more likely to positively adapt and endure the ...


Minority Teacher Recruitment, Employment, And Retention: 1987 To 2013, Richard M. Ingersoll, Henry May, Greg Collins Sep 2017

Minority Teacher Recruitment, Employment, And Retention: 1987 To 2013, Richard M. Ingersoll, Henry May, Greg Collins

GSE Publications

This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the past quarter century. Our objective is to empirically ground the debate over minority teacher shortages. The data we analyze are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-Up Survey (TFS).1


Summer Camp Professionals’ Positive Psychology Certification Program, Kenneth Schainman Aug 2017

Summer Camp Professionals’ Positive Psychology Certification Program, Kenneth Schainman

Master of Applied Positive Psychology (MAPP) Capstone Projects

This Capstone provides the rationale and preliminary curriculum for a Summer Camp Professionals’ Positive Psychology Certification Program. One hundred and fifty years before the advent of positive psychology, summer camps were designed to teach children the art of flourishing (Paris, 2008). During that time, camps have organically developed techniques to foster positive emotion, engagement, positive relationships, meaning and accomplishment –fundamental building blocks of Martin Seligman’s (2011) PERMA model of wellbeing. As effective as camps are at promoting flourishing, however, they can become even more so by incorporating new insights and techniques from the field of positive psychology. The Camp ...


Burned-In, Not Burned Out: A Theory Of How Excellent Urban Educators Shift Mindsets And Continue To Teach, Julia King, Sophia Kokores Aug 2017

Burned-In, Not Burned Out: A Theory Of How Excellent Urban Educators Shift Mindsets And Continue To Teach, Julia King, Sophia Kokores

Master of Applied Positive Psychology (MAPP) Capstone Projects

The need for teacher well-being is a given. Even so, teaching is tied with nursing as the most stressful profession and teacher turnover is at an all-time high, especially in urban schools. Both students and schools suffer as a result. Three states of being characterize teacher burnout: emotional exhaustion, cynicism, and lowered self-efficacy. In this paper, however, we study why some teachers do not burn out or leave their jobs; indeed, they excel in their profession and find great fulfillment in it. We postulate that there is an opposite of teacher burnout, what we have termed teacher “burn-in.” We isolate ...


Saving The World The Right Way: Altruistic Education, Supakorn Laohasongkram Aug 2017

Saving The World The Right Way: Altruistic Education, Supakorn Laohasongkram

Master of Applied Positive Psychology (MAPP) Capstone Projects

Intelligence and passion are not enough for humans to become all that they can be. Hitler and the Nazis too had a lot of intelligence and passion. But what they did not have is the wisdom of how to use their intelligence and passion for the good of mankind. Nevertheless, the question of developing how we, humans, ought to use our intelligence and passion is often neglected in modernity when compared with the obsession we have of increasing our grit and wit. This obsession reflects the current state of education whereby the function of education today is often cheapened to ...


Living And Teaching Well-Being: An Application Plan For A Professional Certificate In Applied Positive Education At The Shawnee Institute, Carolyn Gray, Henry Narwhal, Rosie Jaye, Supakorn Laohasongkram May 2017

Living And Teaching Well-Being: An Application Plan For A Professional Certificate In Applied Positive Education At The Shawnee Institute, Carolyn Gray, Henry Narwhal, Rosie Jaye, Supakorn Laohasongkram

Master of Applied Positive Psychology (MAPP) Service Learning Projects

Modern education is largely focused on academic achievement, yet recent research has called into question whether academic learning is enough to foster and support mental and physical health across the lifespan. Mounting interest in more well-balanced educational approaches that integrate academic learning and character education have inspired the emergence of a new field called positive education. Despite a growing demand, comprehensive training in positive education remains limited. The Shawnee Institute, a nonprofit organization dedicated to the advancement of positive education, aims to fill this void by launching a professional certificate in applied positive education. The following paper presents a tailored ...


Washington State Public Teachers' Ambient Positional Instability From A Statistical Approach Of Retrospective Study & Prospective Study, Bowen Cai, Robert Boruch May 2017

Washington State Public Teachers' Ambient Positional Instability From A Statistical Approach Of Retrospective Study & Prospective Study, Bowen Cai, Robert Boruch

GSE Publications

The purpose of this research is to study the movements of teachers’ churn rate in the state of Washington over the past 14 years. The research of teachers’ churn rate is an integrative study, with retrospective part and prospective part. Retrospective study includes the analysis of descriptive statistics (level I), statistical inference (level II) and causal inference (level III) (Berk, R.A. (2016) Statistical Learning from a Regression Perspective. Philadelphia, PA: Springer). Prospective study is mainly about forecasting and statistical inference that generated from the predictions. In this research, we are using longitudinal data analysis. The good point of longitudinal ...


A Quarter Century Of Changes In The Elementary And Secondary Teaching Force: From 1987 To 2012 - Statistical Analysis Report, Richard M. Ingersoll Apr 2017

A Quarter Century Of Changes In The Elementary And Secondary Teaching Force: From 1987 To 2012 - Statistical Analysis Report, Richard M. Ingersoll

GSE Publications

This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987-88 to 2011-12. The report focuses on three key demographic characteristics: the size of the teaching force, the level of teaching experience of the teaching force, and the racial/ethnic composition of the teaching force.


Learning About New Demands In Schools: Considering Algebra Policy Environments (Landscape), Michael D. Steele, Janine Remillard, John Y. Baker, Lindsay M. Keazer, Beth Herbel-Eisenmann Apr 2016

Learning About New Demands In Schools: Considering Algebra Policy Environments (Landscape), Michael D. Steele, Janine Remillard, John Y. Baker, Lindsay M. Keazer, Beth Herbel-Eisenmann

CPRE Research Reports

The past three decades in mathematics education policy and research have seen a considerable focus on algebra and its place in secondary schools. Access to and success in the first high school course, most often termed Algebra I, has been framed as a civil rights issue, a harbinger of college success, and a lynchpin to global competitiveness. Policymakers have targeted access to Algebra I through universal enrollment policies at specific grade levels, while educational researchers and policy analysts have investigated the efficacy of such policies in improving student outcomes.


Reading Recovery: An Evaluation Of The Four-Year I3 Scale-Up, Henry May, Philip M Sirinides, Abigail Gray, Heather Goldsworthy Mar 2016

Reading Recovery: An Evaluation Of The Four-Year I3 Scale-Up, Henry May, Philip M Sirinides, Abigail Gray, Heather Goldsworthy

CPRE Research Reports

CPRE released its evaluation of one of the most ambitious and well-documented expansions of a U.S. instructional curriculum. The rigorous independent evaluation of the Investing in Innovation (i3) scale-up of Reading Recovery, a literacy intervention for struggling first graders, was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware.

The CPRE/CRESP evaluation revealed that students who participated in Reading Recovery significantly outperformed students in the control group on measures of overall reading, reading comprehension, and decoding. These effects were similarly large for English language learners and students ...


In Search Of Terra Firma: Administrative Records On Teachers’ Positional Instability Across Subjects, Grades, And Schools And The Implications For Deploying Randomized Controlled Trials, Robert Boruch, F. Joseph Merlino, Jill Bowdon, John Baker, Jessica Chao, Ji Eun Park, Michael Frisone, Tianpeng Ye, Tom Hooks, Andrew C. Porter Jan 2016

In Search Of Terra Firma: Administrative Records On Teachers’ Positional Instability Across Subjects, Grades, And Schools And The Implications For Deploying Randomized Controlled Trials, Robert Boruch, F. Joseph Merlino, Jill Bowdon, John Baker, Jessica Chao, Ji Eun Park, Michael Frisone, Tianpeng Ye, Tom Hooks, Andrew C. Porter

GSE Publications

No abstract provided.


Teaching Beautiful Questions: Using Literature To Teach Youth Appreciative Inquiry (Ai), Shira R. Reicher Aug 2014

Teaching Beautiful Questions: Using Literature To Teach Youth Appreciative Inquiry (Ai), Shira R. Reicher

Master of Applied Positive Psychology (MAPP) Capstone Projects

Learning to ask the right questions and being empowered to dream is essential to 21st century education. In an effort to create innovative citizens who are able to compete in our increasingly diverse and competitive world, youth can be taught how to discover and build on successful aspects of the past, dream creatively about the future, ask positive questions to design plans, and deliver action. These four components, discovering, dreaming, designing, and delivering, are the mainstays of Appreciative Inquiry (AI), a positive approach to organizational development. In recent years, AI has been increasingly utilized with youth. Teaching AI facilitates ...


What Are The Effects Of Teacher Education And Preparation On Beginning Teacher Attrition?, Richard Ingersoll, Lisa Merrill, Henry May Aug 2014

What Are The Effects Of Teacher Education And Preparation On Beginning Teacher Attrition?, Richard Ingersoll, Lisa Merrill, Henry May

CPRE Research Reports

This study addresses the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive before they start teaching have any impact on whether they leave teaching? Authors Richard Ingersoll, Lisa Merrill, and Henry May examine a wide range of measures of teachers’ subject-matter education and pedagogical preparation. They compare different fields of teaching, with a particular focus on mathematics and science, using data from the National Center for Education Statistics’ nationally representative 2003-04 Schools and Staffing Survey and its supplement, the 2004-05 Teacher Follow-up Survey. The analyses show that beginning teachers widely varied in the ...


Conflicting Ideologies Of Mexican Immigrant English Across Levels Of Schooling, Sarah Gallo, Holly Link, Elaine Allard, Stanton Wortham, Katherin Mortimer Apr 2014

Conflicting Ideologies Of Mexican Immigrant English Across Levels Of Schooling, Sarah Gallo, Holly Link, Elaine Allard, Stanton Wortham, Katherin Mortimer

GSE Publications

This article explores how language ideologies—beliefs about immigrant students’ language use—carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students’ language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nation. Although the concept of language ideology often assumes stable macrolevel beliefs, our data indicate that ideologies can vary dramatically in one town. Elementary educators and students had a positive, “bilinguals-in-the-making” ideology about Spanish-speaking students, while secondary educators ...


From The Inside In: An Examination Of Common Core Knowledge & Communication In Schools, Jonathan A. Supovitz, Ryan Fink, Bobbi Newman Mar 2014

From The Inside In: An Examination Of Common Core Knowledge & Communication In Schools, Jonathan A. Supovitz, Ryan Fink, Bobbi Newman

CPRE Working Papers

In this report, CPRE researchers explore how Common Core knowledge and influence are distributed inside of schools and how these configurations may help teachers to engage with the Common Core and influence their understanding and implementation. To do so, we used a mixed-method approach to examine knowledge and influence in eight schools, including five elementary schools and three middle schools. Our central method was a survey of knowledge and influence of all faculty members in a sample of eight schools. These data are supplemented with interview data from a purposeful sample of teachers and administrators in the eight schools.

Sponsored ...


Promoting Workforce Readiness For Urban Growth, Laura W. Perna Jan 2014

Promoting Workforce Readiness For Urban Growth, Laura W. Perna

GSE Publications

Between 2003 and 2009, the gap between the educational attainment of the population and the educational demands of available jobs (that is, "structural unemployment") increased in all but four of the nation's hundred largest metropolitan areas (Rothwell and Berube 2011). Given that a larger education gap between the demand and supply of educated workers is associated with a higher unemployment rate in the metropolitan area (2011), these data demonstrate the need to imporve educational attainment in all metropolitan areas.


Evaluation Of The Ge Foundation-Supported Demonstration Schools Initiative In Milwaukee Public Schools, Sy 2012-2013, Cecile Sam, Anne Darfler, Jonathan A. Supovitz, Daniella Hall, Bobbi Newman Dec 2013

Evaluation Of The Ge Foundation-Supported Demonstration Schools Initiative In Milwaukee Public Schools, Sy 2012-2013, Cecile Sam, Anne Darfler, Jonathan A. Supovitz, Daniella Hall, Bobbi Newman

CPRE Working Papers

The Milwaukee Public School district (MPS) Demonstration Schools Initiative provided intensive support to 10 MPS elementary and middle schools implementing the Common Core State Standards (CCSS) in mathematics and English language arts. This evaluation report was designed to answer two overarching questions:

  1. How did MPS implement the Demonstration Schools Initiative in Year One, and what factors shaped the implementation?
  2. Is there evidence of teachers' adoption of the instructional shifts associated with the CCSS?

This evaluation found that teachers in the Demonstration Schools ended the 2012-2013 school year with significantly higher CCSS knowledge in both mathematics and English language arts than ...


Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan A. Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler Nov 2013

Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan A. Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler

CPRE Working Papers

This evaluation report summarizes the evidence of the implementation and early impacts of the General Electric Foundation’s (GEF) Demonstration Schools Initiative in the Erie Public School district (EPS) conducted by the Consortium for Policy Research in Education (CPRE) during the 2012-2013 school year. The Demonstration Schools Initiative provided intensive support to four schools (two elementary, one middle, and one high) implementing the Common Core State Standards (CCSS) in mathematics and English language arts. Concurrently during the 2012- 2013 school year, EPS also continued their implementation of another GEF-supported initiative— the Coaching Initiative—using a cadre of instructional coaches in ...


Examining High And Low Value-Added Mathematics Instruction: Can Expert Observers Tell The Difference, Heather C. Hill, David Blazar, Andrea Humez, Erica Litke, Mary Beisiegel, Johanna Barmore, Mark Chin, Douglas Corey, Sara Roesler, Lucas R. Salzman, David Braslow, Samantha Rabinowicz Nov 2013

Examining High And Low Value-Added Mathematics Instruction: Can Expert Observers Tell The Difference, Heather C. Hill, David Blazar, Andrea Humez, Erica Litke, Mary Beisiegel, Johanna Barmore, Mark Chin, Douglas Corey, Sara Roesler, Lucas R. Salzman, David Braslow, Samantha Rabinowicz

CPRE Working Papers

The question of how to measure effective teachers and teaching has long been of interest to policymakers and school leaders. While recent policy initiatives have focused on the use of value-added measures (VAM) to assess teacher quality, there is a much longer tradition of using observations of practice to make such determinations. However, empirical evidence suggests these two indicators often identify different sets of teachers as effective. For example, the Measures of Effective Teaching project finds low correlations between teachers’ VAM scores and their quality of instruction as measured by observational metrics. Studies with the explicit intent of identifying differences ...


Task Technical Report, Caroline Brayer Ebby, Philip M Sirinides, Jonathan A. Supovitz, Andrea Oettinger Oct 2013

Task Technical Report, Caroline Brayer Ebby, Philip M Sirinides, Jonathan A. Supovitz, Andrea Oettinger

CPRE Working Papers

This report reviews the development, piloting, and preliminary results from the large-scale field trial of the TASK Instrument (see cpre.org/task). In the first section, we review the need for an assessment of teachers’ capacity for learning trajectory-oriented instruction and the theoretical foundations that inform our work. We then describe the instrument and its development. Next, we detail the scoring process and the training of raters. The final section contains the analysis of the large-scale field trial conducted in 2012–13. We conclude with some directions for future work with this instrument.


Character Education: A Role For Literature In Cultivating Character Strengths, Emily M. Fitzsimons Aug 2013

Character Education: A Role For Literature In Cultivating Character Strengths, Emily M. Fitzsimons

Master of Applied Positive Psychology (MAPP) Capstone Projects

Positive psychology is devoted to studying the flourishing human life beyond the mere absence of illness. The ability to know, measure and cultivate those elements that contribute to such a life is transforming many fields. The emerging applied field of positive education is using the findings of positive psychology to more effectively educate for psychological well-being alongside that of traditional academic learning. One crucial area of study in positive psychology is character strengths. Individuals who are not only cognizant of their strength profile but also use their strengths daily are happier, higher achieving, more resilient and more satisfied with their ...


How State Education Agencies Acquire And Use Research In School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell Aug 2013

How State Education Agencies Acquire And Use Research In School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell

CPRE Policy Briefs

Over the last two decades, state and federal laws and grant programs, such as state accountability polices, the No Child Left Behind Act (NCLB), Race to the Top, Title I School Improvement Grants, and State Longitudinal Data System Grants, have given state education agencies (SEAs) considerably more responsibilities for directing and guiding the improvement of low-performing schools. At the same time, they have pressed SEAs and school districts to incorporate research-based school improvement policies and practices in their statewide systems of support for low-performing schools, technical assistance for districts, professional development for teachers, and school improvement programs. Policymakers have urged ...


Evaluation Of The I3 Scale-Up Of Reading Recovery | Year One Report, 2011-12, Henry May, Abigail M. Gray, Jessica Gillespie, Philip M Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta Aug 2013

Evaluation Of The I3 Scale-Up Of Reading Recovery | Year One Report, 2011-12, Henry May, Abigail M. Gray, Jessica Gillespie, Philip M Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta

CPRE Research Reports

Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education’s Investing in Innovation (i3) Fund to expand the ...


The Lived Experience Of Standards Implementation In New York City Schools, 2011, Heather Goldsworthy, Jonathan A. Supovitz, Matthew Riggan Jul 2013

The Lived Experience Of Standards Implementation In New York City Schools, 2011, Heather Goldsworthy, Jonathan A. Supovitz, Matthew Riggan

CPRE Research Reports

The College and Career Readiness Standards, referred to as the Common Core Learning Standards (CCLS) in New York City, are increasingly the focus of educational reform efforts across the United States. Each year for the past several years, the New York City Department of Education (NYCDOE) has created a set of focusing expectations for schools in order to guide their engagement with the CCLS. In the 2011-12 school year, which is the focus of this report, the New York Citywide Instructional Expectations (CIEs) asked schools to engage in two central activities. First, teachers in grade levels or subject areas were ...


Task: A Measure Of Learning Trajectory-Oriented Formative Assessment, Jonathan A. Supovitz, Caroline Brayer Ebby, Philip M Sirinides Jun 2013

Task: A Measure Of Learning Trajectory-Oriented Formative Assessment, Jonathan A. Supovitz, Caroline Brayer Ebby, Philip M Sirinides

CPRE Research Reports

This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers’ knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS).

Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' procedural skills rather than their conceptual understandings, indicating that there is significant room for ...


The Impact Of The Ge Foundation Developing Futures In Education Program On Mathematics Performance Trends In Four Districts, Philip M Sirinides, Jonathan A. Supovitz, Namrata Tognatta, Henry May Apr 2013

The Impact Of The Ge Foundation Developing Futures In Education Program On Mathematics Performance Trends In Four Districts, Philip M Sirinides, Jonathan A. Supovitz, Namrata Tognatta, Henry May

CPRE Research Reports

Beginning in 2005, the GE Foundation initiated a commitment of expertise and financial resources to a set of urban school districts to improve public education and enhance student achievement in mathematics and science. With strong emphasis on stakeholder engagement, the GE Foundation’s Developing FuturesTM in Education program pursued a strategy of: (1) facilitating school board, union, and district leaders to work together to articulate system goals and priorities; (2) helping district leaders to build systemic change processes and develop internal-management capacity; and (3) supporting district science and mathematics initiatives through materials alignment, coaching, professional development, and other capacity-building measures ...


The Linking Study: An Experiment To Strengthen Teachers' Engagement With Data On Teaching And Learning, Jonathan A. Supovitz Apr 2013

The Linking Study: An Experiment To Strengthen Teachers' Engagement With Data On Teaching And Learning, Jonathan A. Supovitz

CPRE Working Papers

In this AERA 2013 paper, Dr. Jonathan Supovitz investigates what it means for teachers to fruitfully use data to enhance the teaching and learning process. Informed by research on the challenges teachers face to use data meaningfully, and clues from the rich literature on formative assessment, this paper reports on the design and effects of an intervention designed to help teachers connect data on their teaching with data on the learning of their students for the purpose of informing subsequent instruction which leads to better student outcomes. The hypothesis of this study, therefore, is that while examining data may be ...