National Center for Education Research
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2006R305W060016The Pathway Project: A Cognitive Strategies Approach to Reading and Writing Instruction for Teachers of Secondary English Language Learners University of California, Irvine Olson, Carol Publications: Kim, J.S., Olson, C.B., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D., Collins, P., and Land, R.E. (2011). A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12. Journal of Research on Educational Effectiveness, 4(3): 231-263. Olson, C.B., Kim, J.S., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D.A., Collins, P., and Land, R.E. (2012). Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results from a Randomized Field Trial Using a Cognitive Strategies Approach. American Educational Research Journal, 49(2): 323-355. R305W060024Enhancing Knowledge Related to Research-Based Early Literacy Instruction Among Pre-Service Teachers State University of New York, Albany Scanlon, Donna
R305W060027Content-Focused Coaching (SM) for High Quality Reading Instruction University of Pittsburgh Matsumura, Lindsay Clare
Matsumura, L.C., Garnier, H.E., and Spybrook, J. (2012). The Effect of Content-Focused Coaching on the Quality of Classroom Text Discussions. Journal of Teacher Education, 63(3): 214-228. Matsumura, L., Garnier, H.E., and Spybrook, J. (2013). Literacy Coaching To Improve Student Reading Achievement: A Multi-Level Mediation Model. Learning and Instruction, 25: 35-48. Matsumura, L.C., Garnier, H.E., Correnti, R., Junker, B., and Bickel, D.D. (2010). Investigating the Effectiveness of a Comprehensive Literacy-Coaching Program in Schools with High Teacher Mobility. Elementary School Journal, 111(1): 35-62. Matsumura, L.C., Garnier, H.E., Resnick, L.B. (2010). Implementing Literacy Coaching: The Role of School Social Resources. Educational Evaluation and Policy Analysis, 32(2): 249-272. Matsumura, L.C., Sartoris, M., Bickel, D.D., and Garnier, H.E. (2009). Leadership for Literacy Coaching: The Principal’s Role in Launching a New Coaching Program. Educational Administration Quarterly, 45(5): 655–693. R305W060064Standards-based Differentiated ELD Instruction to Improve English Language Arts Achievement for English Language Learners California State University Long Beach Foundation Goldenberg, Claude
2007R305B070605Classroom Links to Vocabulary and Phonological Sensitivity Skills Purdue University Powell, Douglas
Baroody, A.E., and Diamond, K.E. (2013). Measures Of Preschool Children's Interest and Engagement In Literacy Activities: Examining Gender Differences and Construct Dimensions. Early Childhood Research Quarterly, 28(2): 291-301. Diamond, K.E., and Powell, D.R. (2011). An Iterative Approach To The Development Of A Professional Development Intervention For Head Start Teachers. Journal Of Early Intervention, 33(1): 75-93 O’Leary, P.M., Cockburn, M.K., Powell, D.R., and Diamond, K.E. (2010). Head Start Teachers’ Views Of Phonological Awareness and Vocabulary Knowledge Instruction. Early Childhood Education Journal, 38(3): 187-195. 2008R305A080005The Iterative Design of Modules to Support Reading Comprehension Instruction University of Pittsburgh Kucan, Linda Annemarie Palincsar (University of Michigan) Publications: Kucan, L., and Palincsar, A.S. (2011). Text-Based Discussion: The Case of Reading. Teacher’s College Record, 113(12): 2989–2922. Kucan, L., Hapgood, S., and Palincsar, A.S. (2011). Teachers’ Specialized Knowledge for Supporting Student Comprehension in Text-Based Discussions. Elementary School Journal, 112(1): 61–82. Kucan, L., Palincsar, A.S., Khasnabis, D., and Chang, C. (2009). The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-Based Discussion. Teaching and Teacher Education, 25: 415–423. R305A080295Development of an Interactive, Multimedia Assessment of Teachers’ Knowledge of Early Reading University of Michigan Carlisle, Joanne F.
R305A080560Value-Added Models and the Measurement of Teacher Quality: Tracking or Causal Effects? National Bureau of Economic Research Rothstein, Jesse
Rothstein, J. (2009). Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables. Education, 4(4), 537-571. Rothstein, J. (2010). Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement. The Quarterly Journal of Economics, 125(1), 175-214. Download 2.01 Mb. Share with your friends:
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