Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 3 |
| Since 2006 (last 10 years) | 3 |
| Since 1996 (last 20 years) | 3 |
Descriptor
Source
| Consortium for Policy… | 3 |
Author
| Sirinides, Philip | 3 |
| May, Henry | 2 |
| Supovitz, Jonathan | 2 |
| Tognatta, Namrata | 2 |
| Armijo, Michael | 1 |
| Ebby, Caroline B. | 1 |
| Gillespie, Jessica N. | 1 |
| Goldsworthy, Heather | 1 |
| Gray, Abigail | 1 |
| Sam, Cecile | 1 |
| More ▼ | |
Publication Type
| Numerical/Quantitative Data | 2 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 2 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| Secondary Education | 1 |
| More ▼ | |
Audience
Showing all 3 results
Download full textSupovitz, Jonathan; Ebby, Caroline B.; Sirinides, Philip – Consortium for Policy Research in Education, 2013
This interactive electronic report provides an overview of an innovative new instrument developed by researchers at the Consortium for Policy Research in Education (CPRE) to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics…
Descriptors: Mathematics Instruction, Student Evaluation, Formative Evaluation, Measures (Individuals)
Sirinides, Philip; Supovitz, Jonathan; Tognatta, Namrata; May, Henry – Consortium for Policy Research in Education, 2013
Beginning in 2005, the GE Foundation initiated a commitment of expertise and financial resources to a set of urban school districts to improve public education and enhance student achievement in mathematics and science. This report analyzes the impacts of the GE Foundation commitment to the partner districts by examining trends in student…
Descriptors: Urban Schools, Public Education, Educational Change, Student Improvement
May, Henry; Gray, Abigail; Gillespie, Jessica N.; Sirinides, Philip; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Tognatta, Namrata – Consortium for Policy Research in Education, 2013
Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a…
Descriptors: Reading Programs, Early Intervention, Reading Achievement, Reading Difficulties
