Browsing School of Education by Title
Now showing items 1-20 of 95
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1:1 Classrooms and Teaching with Technology: A Best Practices Review
(Center for Research and Reform in Education, 2020-05)Integrated classrooms and 1:1 initiatives are growing in popularity and maturity. Each year, new school- and district-wide 1:1 initiatives launch. Even if schools are not yet a 1:1 environment, teachers and students likely ... -
CRESPAR Report #10: Effects of Bilingual Cooperative Integrated Reading and Composition on Students Transitioning from Spanish to English Reading
(1997-02)Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in ... -
CRESPAR Report #11: Effective Programs for Latino Students in Elementary and Middle Schools
(1997-03)This report identifies programs that have proven to be effective and programs that show potential for improving academic achievement among Latino youth in the elementary and middle grades. This report identifies programs ... -
CRESPAR Report #12: Detracking in a Racially Mixed Urban High School
(1997-04)There is a growing tension between excellence and equity in public education. This report brings together both qualitative and quantitative data to document the efforts of a large urban high school to improve the schooling ... -
CRESPAR Report #13: Building Effective School-Family-Community Partnerships in a Large Urban School District
(1997-05)Since 1987, schools in Baltimore have been working with the Fund for Educational Excellence and the education research center at Johns Hopkins University to develop comprehensive programs of school-family-community ... -
CRESPAR Report #14: Volunteer Tutoring Programs: A Review of Research on Achievement Outcomes
(1997-06)The America Reads Challenge makes a national commitment to the goal that every child will read independently and well by the end of third grade. The primary means of achieving this goal is to place one million volunteers ... -
CRESPAR Report #15: Working Together to Become Proficient Readers: Early Impact of the Talent Development Middle School's Student Team Literature Program
(1997-08)The Talent Development Middle School’s Student Team Literature (STL) program includes: (1) curricular materials designed to assist students study great literature; (2) recommended instructional practices, peer assistance ... -
CRESPAR Report #16: Success for All: Exploring the Technical, Normative, Political, and Socio-Cultural Dimensions of Scaling Up
(1997-09)This report explores the technical, normative, political, and socio-cultural dimensions of the scaling up process of Success for All, one of the nation’s most successful and extensively researched whole-school change models. ... -
CRESPAR Report #17: MathWings: Early Indicators of Effectiveness
(1997-09)Three evaluations have examined the impact of MathWings. One, involving four rural Maryland schools, found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment Program for ... -
CRESPAR Report #18: Parental Involvement in Students' Education During Middle School and High School
(1997-12)This project analyzes data from the parent component of the National Educational Longitudinal Study of 1988 to investigate changes in family educational involvement between students’ eighth and twelfth grades. Findings ... -
CRESPAR Report #19: Success for All/Exito Para Todos: Effects on the Reading Achievement of Students Acquiring English
(1998-07)The effects of Success for All on the achievement of English language learners are not entirely consistent, but in general they are substantially positive. In all schools implementing Éxito Para Todos, effect sizes for ... -
CRESPAR Report #1: The Talent Development High School: Essential Components
(1996-09)This report presents the essential components of the Talent Development High School, which is a comprehensive model of changes in high school organization, curriculum, and instruction based uponresearch on student motivation ... -
CRESPAR Report #20: Implementing a Highly Specified Curricular, Instructional, and Organizational School Design in a High-Poverty, Urban Elementary School -- Three Year Results
(1998-07)In Talent Development Middle Schools, students needing extra help in mathematics participate in the Computer- and Team-Assisted Mathematics Acceleration (CATAMA) course. CATAMA is an innovative combination of computer-assisted ... -
CRESPAR Report #21: The Talent Development Middle School: An Elective Replacement Approach to Providing Extra Help in Math -- The CATAMA Program (Computer- and Team-Assisted Mathematics Acceleration)
(1998-07)In Talent Development Middle Schools, students needing extra help in mathematics participate in the Computer- and Team-Assisted Mathematics Acceleration (CATAMA) course. CATAMA is an innovative combination of computer-assisted ... -
CRESPAR Report #22: School-Family-Community Partnerships in Middle and High Schools: From Theory to Practice
(1998-08)To better understand how some secondary schools are working to encourage continued family and community involvement as children progress from elementary to middle and high school, twenty-two educators, parents, and students ... -
CRESPAR Report #23: Sources of Talent Loss Among High-Achieving Poor Students
(1998-09)Many graduates who have the academic ability to continue their schooling beyond high school do not enroll in higher education. This phenomenon has been referred to as talent loss. The challenges involved in financing higher ... -
CRESPAR Report #24: Review of Extended-Day and After-School Programs and their Effectiveness
(1998-10)This report identifies and reviews thirty-four programs that have been used as afterschool programs by schools and/or communities, including extended day programs and some supplemental school programs that have potentialfor ... -
CRESPAR Report #25: Teachers' Appraisals of Talent Development Middle School Training, Materials, and Student Progress: Results from Focus Groups
(1998-10)The Talent Development Middle School model is a comprehensive school-changedesign aimed at raising the academic proficiency of all children in schools where large proportions of children are at risk of failure. Thirty-one ... -
CRESPAR Report #26: Exploring the Dynamics of Resilience in an Elementary School
(1998-10)This report describes a framework for exploring the processes of resilience in students at Stanton Elementary School, an urban public school in Washington, D.C. -
CRESPAR Report #27: Expanding Knowledge of Parental Involvement in Secondary Education: Effects on high School Academic Success
(1998-12)This report analyzes data from the parent and student components of the National Educational Longitudinal Study of 1988 to investigate family educational involvement in secondary education. It examines whether parental ...