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Articles 1 - 7 of 7
Full-Text Articles in Educational Assessment, Evaluation, and Research
Learning Through Play At School Ukraine: Final Research Report (Ukrainian Version), Rachel Parker, Amy Berry, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School Ukraine: Final Research Report (Ukrainian Version), Rachel Parker, Amy Berry, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces …
Learning Through Play At School: Ukraine, 2019-2024 (Ukrainian Version), Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School: Ukraine, 2019-2024 (Ukrainian Version), Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start …
Learning Through Play At School Ukraine: Final Research Report, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School Ukraine: Final Research Report, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces …
Effects Of Emotional And Behavioral Disorders And Executive Dysfunction On Literacy Achievement: Through The Lens Of Secondary-Level Education, Natalie Deutsch
Effects Of Emotional And Behavioral Disorders And Executive Dysfunction On Literacy Achievement: Through The Lens Of Secondary-Level Education, Natalie Deutsch
Student Research Poster Presentations 2024
The study examined the effects of emotional and behavioral disorders (E/BD) and executive dysfunction on literacy achievement in secondary-level education. The research questions focused on behavior interventions for at-risk students with behavioral disorders, the association between E/BD signs and reading deficits, incorporating executive functioning skills into reading instruction, and the positive and negative effects of self-contained classrooms on students with EBD. The study found that accommodating the specific needs of students with E/BD and executive dysfunction led to a statistically significant increase in mean test scores. The methods involved tiered intervention programs within the Units of Study curriculum, executive functioning …
A Program Evaluation Of The Building Blocks Of Comprehension, Jessica H. Monroe
A Program Evaluation Of The Building Blocks Of Comprehension, Jessica H. Monroe
Doctor of Education Dissertations
This dissertation is a program evaluation of the Building Blocks of Comprehension vocabulary program, which was first implemented during the 2019-2020 school year by the English department at the school site. The study aimed to investigate the impact of morphological instruction on student vocabulary acquisition and reading comprehension. Chomsky’s (1975) Linguistic Theory, Marzano’s (2004) Six-Step Model of Vocabulary Introduction, and the Active View of Reading (Duke & Cartwright, 2021) were identified as theoretical frameworks for the program evaluation. Quantitative data from this mixed methods study were collected from pre and posttests, weekly quizzes, and unit assessments, and qualitative data were …
Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start …
Understanding The Virginia Literacy Act, Candace Bechtold, Kimberly Bridges, David Naff, Joan A. Rhodes, Valerie Robnolt, Tara Davison, Suzanne Alexandre, Michael Crusco, Karli Johansen, Amber Butler, Allison Yandle, Jennifer Askue-Collins, Jean Samuel, Sharrie Merritte, Regina Frazier
Understanding The Virginia Literacy Act, Candace Bechtold, Kimberly Bridges, David Naff, Joan A. Rhodes, Valerie Robnolt, Tara Davison, Suzanne Alexandre, Michael Crusco, Karli Johansen, Amber Butler, Allison Yandle, Jennifer Askue-Collins, Jean Samuel, Sharrie Merritte, Regina Frazier
MERC Publications
This research and policy brief from the Metropolitan Educational Research Consortium (MERC) offers an overview of the Virginia Literacy Act. It is structured to explore the following questions: 1) What are the recent trends in reading achievement in Virginia? 2) What are the policy implications of the VLA for Virginia school divisions? 3) What does the research say about Science of Reading (SoR)? 4) What core instructional programs are approved to meet the VLA? It concludes with a series of key takeaways and recommendations.