National Center for Education Research



Download 2.01 Mb.
Page62/63
Date18.10.2016
Size2.01 Mb.
#2859
1   ...   55   56   57   58   59   60   61   62   63

2006

R305W060016


The 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.


R305W060024


Enhancing Knowledge Related to Research-Based Early Literacy Instruction Among Pre-Service Teachers

State University of New York, Albany

Scanlon, Donna
Publications:

Scanlon, D.M., Anderson, K.L., and Sweeney, J. M. (2010). Early Intervention For Reading Difficulties: The Interactive Strategies Approach. Guilford Press.

R305W060027


Content-Focused Coaching (SM) for High Quality Reading Instruction

University of Pittsburgh

Matsumura, Lindsay Clare
Publications:

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.


R305W060064


Standards-based Differentiated ELD Instruction to Improve English Language Arts Achievement for English Language Learners

California State University Long Beach Foundation

Goldenberg, Claude
Publications:


2007

R305B070605


Classroom Links to Vocabulary and Phonological Sensitivity Skills

Purdue University

Powell, Douglas
Related IES Projects: Professional Development in Early Reading (Classroom Links to Early Literacy) (R305M040167)
Publications:

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.


2008

R305A080005


The 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.


R305A080295


Development of an Interactive, Multimedia Assessment of Teachers’ Knowledge of Early Reading

University of Michigan

Carlisle, Joanne F.
Publications:

Carlisle, J. F., Kelcey, B., Rosaen, C., Phelps, G., and Vereb, A. (2013). A Framework for Analysis of Case Studies of Reading Lessons. Journal of Education and Training Studies, 1(2), 224-238.
Rosaen, C. L., Carlisle, J. F., Mihocko, E., Melnick, A., and Johnson, J. (2013). Teachers Learning from Analysis of Other Teachers' Reading Lessons. Teaching and Teacher Education, 35, 170-184.

R305A080560


Value-Added Models and the Measurement of Teacher Quality: Tracking or Causal Effects?

National Bureau of Economic Research

Rothstein, Jesse
Publications:

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:
1   ...   55   56   57   58   59   60   61   62   63




The database is protected by copyright ©ininet.org 2024
send message

    Main page