National Center for Education Evaluation and Regional Assistance

By Sue Betka, R. Neild. 2015

1,185 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b25ece22c8ddd5d749e77399eebaa07095c8f273

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Citations in the corpus

The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students (2017, background): “Perhaps end-of-course achievement would have been higher if the online and f2f courses had been designed to reflect the latest research on algebra teaching and learning, which suggests that students should have ongoing opportunities to analyze solved problems and to choose from alternative algebraic”
Teacher Professional Development around the World: The Gap between Evidence and Practice (2018, background): “Similarly, a review of PD in mathematics found more than 600 studies of math PD interventions, but only 32 used any research design to measure effectiveness, and only five of those were high-quality randomized trials (Gersten et al. 2014).”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, background): “collaboration and student achievement (Goddard et al., 2007; Lee & Smith, 1996). Jackson and Bruegmann (2009) found that teachers, especially novices, improve their ability to raise standardized tests scores when they work in a school with more effective grade-level colleagues.”
Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial (2019, result): “…find positive effects on student outcomes (Kisa, 2014; Penuel et al., 2011; Roschelle et al., 2010; Roth et al., 2015), others find null or mixed results (Argentin et al., 2014; Dominguez et al., 2006; Garet et al., 2016; Garet et al., 2011; R. T. Jacob et al., 2017; Santagata et al., 2010).”
Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future (2015, background): “however, the data that arise from these assessments are limited, and thus teachers draw upon other forms of assessment data as well as they plan for instruction, including data from curriculum embedded assessments, teacher-generated assessments, and other forms of assessment (hamilton et al., 2009; ”
What Can Be Learned from Growth Mindset Controversies? (2020, background): “Kraft (2020) located all studies funded by the federal government’s Investing in Innovation (I3) Fund, which were studies of programs that had previously shown promising results and won a competition to undergo rigorous, third-party evaluation (Boulay et al., 2018).”
Extensive Reading Interventions for Students With Reading Difficulties After Grade 3 (2013, background): “In 2008, the Institute of Education Sciences (IES) issued a research-based practice guide on adolescent literacy (Grades 4–12), making recommendations for effective instruction (Kamil et al., 2008).”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “Reliability coefficients for the MAP range from .92 to .95 (Brown & Coughlin, 2007).”
Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “More general literature on instructional coaching and other related forms of in-house professional development suggest that coaching may be an effective strategy to influence teacher practice (Carlisle & Berebitsky, 2011; Cohen & Hill, 2000; Cronen et al., 2008; Neufeld & Roper, 2003; Rodgers & Rodg”