This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects different characteristics professional development on teachers’ knowledge and their ability implement program. The authors analyzed results from survey served by 28 providers within hierarchical linear modeling framework. Consistent with findings earlier studies effective development, this points significance perceptions about how coherent experiences were for teacher learning...

This article describes elements of an approach to research and development called design-based implementation research. The represents expansion design research, which typically focuses on classrooms, include testing innovations that foster alignment coordination supports for improving teaching learning. As in policy is a key focus theoretical analysis. What distinguishes this from both traditional the presence four elements: (a) persistent problems practice multiple stakeholders’...

AbstractThis article describes work by a research group bringing middle-school inquiry and technology science innovation to scale in systemic urban school reform setting. We distinguish between scaling within reform. pose framework for use developers of instructional interventions gauge their "fit" with existing capabilities, policy management structures, organizational culture, illustrate how the exemplifies our experiences. present challenges researchers consider as they attempt create...

Abstract Considerable effort has been made over the past decade to address needs of learners in large urban districts through scaleable reform initiatives. We examine effects a multifaceted scaling that focuses on supporting standards based science teaching middle schools. The was one component systemic Detroit Public Schools, and centered highly specified developed project‐based inquiry units supported by aligned professional development learning technologies. Two cohorts 7th 8th graders...

Abstract Science education standards established by American Association for the Advancement of (AAAS) and National Research Council (NRC) urge less emphasis on memorizing scientific facts more students investigating everyday world developing deep understanding from their inquiries. These approaches to instruction challenge teachers students, particularly urban who often have additional challenges related poverty. We report data student learning spanning 3 years a science reform...

This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a approach that challenges educational researchers and practitioners transcend traditional research/practice barriers facilitate design of interventions are effective, sustainable, scalable. examine antecedents DBIR, including evaluation research, community-based participatory research. The four core principles explained: (1) focus on persistent problems practice from...

Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child x Instruction interactions imply individualizing would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of instruction. The each first grader received (n = 461 47 classrooms, mean age 6.7 years) during fall, winter, spring was recorded....

This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) two modalities: online face-to-face. The explores whether there are knowledge beliefs, classroom practice, outcomes related PD modality. Comparison of practice outcomes, normally difficult establish research, is facilitated by the use common set curriculum materials as content for subsequent teaching. Findings indicate that teachers students exhibited...

We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' 437) word-reading gains. Results revealed an interaction between observed instruction: For students more knowledgeable teachers, time in predicted stronger less was associated with weaker skill Findings highlight importance teachers' specialized body about reading as it informs effective instruction.

Abstract This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K−12 schools. We argue a key reason is that most design-based research does explicitly address systemic issues of usability, scalability sustainability. limitation must be overcome if create usable knowledge addresses the challenges confronting innovations when implemented real-world school contexts. especially important an era political...

article Share on Log education: Handheld devices are ready-at-handCommunications of the ACMVolume 44Issue 6June 2001pp 15–20https://doi.org/10.1145/376134.376140Published:01 June 2001Publication History 175citation1,522DownloadsMetricsTotal Citations175Total Downloads1,522Last 12 Months6Last 6 weeks1 Get Citation AlertsNew Alert added!This alert has been successfully added and will be sent to:You notified whenever a record that you have chosen cited.To manage your preferences, click button...

First grade students achieved stronger learning outcomes in reading when teachers fine-tuned instruction to individual under the guidance of A2i software.

The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the environment at level individual student. Using multidimensional conceptualization environment, foundational elements (teacher warmth responsiveness students, management) instructional (teacher-child interactions, context, content) are described. authors have used ISI document that children who share same very different learning opportunities, instruction...

Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized instruction from first through third grade, compared with treated control group. More than 45% students came families living in poverty. Following students, randomly assigned their teachers each year to deliver condition intervention focused on mathematics. Students who all three grades showed the strongest skills by end...

There is accumulating correlational evidence that the effect of specific types reading instruction depends on children's initial language and literacy skills, called child characteristics × (C×I) interactions. is, however, no experimental beyond first grade. This randomized control study examined whether C×I interactions might present an underlying predictable mechanism for explaining individual differences in how students respond to third-grade classroom instruction. To this end, we...

Abstract This article develops an argument that the type of intervention research most useful for improving science teaching and learning leading to scalable interventions includes both develop gather evidence efficacy innovations a different kind research, design‐based implementation (DBIR). DBIR in education focuses on what is required bring knowledge about all students, wherever they might engage learning. implementation, development initial testing scaling up process. In contrast...

Abstract Implementation of science curriculum materials has been a fundamental challenge in education for decades. Policy researchers have argued that alignment standards, curriculum, and assessment are the key to supporting implementation. This paper focuses on teachers' perceptions curricular implementation using empirical data from statewide systemic inquiry reform effort targeting students kindergarten eighth grade. We find success policies depends construal relationship between...

Too many children fail to learn how read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than of the current models reading portray; there are child characteristic by (CXI) interactions. Here we present efficacy results a randomized control field trial Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention recommend...

The "gamification" of courses (i.e., designing that leverage motivational mechanisms found in videogames) is a movement gaining traction educational research communities and universities. Two game-inspired were developed at high-enrollment public university an effort to increase student engagement, provide students with more personalized learning experiences. We designed management system, GradeCraft, foreground the affordances these grading systems, enhance "game-like" experience for...