With summer now underway, RAND's Catherine Augustine hosted an "Ask Me Anything" session on Reddit, answering questions about year-round schooling, how to get the most out of summer learning programs, and more.
Numerous RAND Education researchers will present at the American Educational Research Association 2013 Annual Meeting, in San Francisco, CA April 27 through May 1, 2013. The theme of this year's meeting is “Education and Poverty: Theory, Research, Policy and Praxis.”
Child care studies that have examined links between teachers' qualifications and children's outcomes often ignore teachers' and children's transitions between classrooms at a center throughout the day and only take into account head teacher qualifications.
Because teachers from any one teacher preparation program are hired in more than one school and are not randomly distributed across schools, failing to account for context in achievement models could bias preparation program estimates.
This article examines what constitutes, contributes to, and is associated with high-quality coaches and coaching. Authors find that coaches generally held many of the qualifications recommended by state and national experts and principals and teachers rated their coaches highly on many indicators of quality. However, several common concerns about recruiting, retaining, and supporting high-quality coaches emerged.
Effective professional learning for teachers has a positive influence on their classroom practices and student learning. However, most countries fall short of meeting teachers' needs. Researchers examine survey data about professional development for teachers and find that many factors are at play.
Researchers examine continuing professional development activities for teachers in England, including issues of effectiveness, organization, and access. Their analysis concludes that professional learning for teacher in England is generally ineffective and lacks school-level systems and supports.
Researchers find considerable variation in the information teachers obtain from assessment programs and how they use it, yielding important implications for selecting assessment systems and understanding their impact.
Results from a structural equation modeling process of 1,126 teacher survey responses in England show that schools have an orientation to learning that includes beliefs about learning, systems and supports for learning, and collective capacity for learning.
The analysis indicates that while the professional development of teachers in England is generally ineffectual and lacks school level systems and supports, the professional development and supports for professional learning by teachers in high performing schools display many of the characteristics associated with effective professional learning.
The paper also explores the barriers to access to high quality CPD that exist for teachers at both the individual and school levels. Data for the analyses presented were collected as part of the nationally representative, "Schools and Continuing Professional Development in England--State of the Nation" research study which was funded by the Training and Development Agency for Schools (TDA).
This article focuses on the planning and organisation of teachers' continuous professional development as part of the nationally representative "Schools and Continuing Professional Development in England--State of the Nation" research study (SoNS), commissioned by the Training and Development Agency for ...
Exposure to community and interpersonal violence is a public health crisis affecting many children in the U.S., causing mental health and behavioral problems, substance abuse, and poor school performance. The SSET program is a series of ten lessons that aims to reduce distress resulting from exposure to trauma.
To understand the implementation and effects of school-based literacy or reading coaching, researchers surveyed principals, coaches, and reading and social studies teachers in 113 middle schools in eight large Florida school districts.