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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Survey Measures of Classroom Instruction: Comparing Student and Teacher Reports
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Desimone, Laura M.; Smith, Thomas M.; Frisvold, David E. – Educational Policy, 2010
This analysis contributes to efforts to improve the use and understanding of survey data in education policy research by asking: "How different are student and teacher reports of classroom instruction?" "Do student, class, or teacher characteristics account for any of the differences?" Using National Assessment of Education Progress (NAEP) data,…
Descriptors: Educational Research, Teacher Surveys, Student Surveys, Comparative Analysis
Consider the Source: Response Differences among Teachers, Principals, and Districts on Survey Questions about Their Education Policy Environment
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Desimone, Laura M. – Educational Policy, 2006
This study extends previous work on survey validity and reliability by examining how different groups of respondents vary in their answers to survey questions about the policy system. The study uses state-representative data from a five-state study of standard-based reform in mathematics to test how predictive teacher, principal, and district…
Descriptors: Teacher Attitudes, Administrator Attitudes, Educational Policy, School Surveys
Inquiry-Oriented Instruction in Science: Who Teaches that Way?
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Smith, Thomas M.; Desimone, Laura M.; Zeidner, Timothy L.; Dunn, Alfred C.; Bhatt, Monica; Rumyantseva, Nataliya L. – Educational Evaluation and Policy Analysis, 2007
The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states' attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively…
Descriptors: Majors (Students), Federal Legislation, Educational Change, Inquiry
"Highly Qualified" to Do What? The Relationship between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics
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Smith, Thomas M.; Desimone, Laura M.; Ueno, Koji – Educational Evaluation and Policy Analysis, 2005
The federal No Child Left Behind Act of 2001 (NCLB) calls for a highly qualified teacher in every classroom. According to the legislation, "highly qualified" is defined as full certification, a bachelor's degree, and demonstrated content knowledge in all core subjects taught. States, district, and schools are spending considerable resources…
Descriptors: Teacher Qualifications, Teacher Effectiveness, Federal Legislation, Middle Schools
Are We Asking the Right Questions? Using Cognitive Interviews to Improve Surveys in Education Research
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Desimone, Laura M.; Le Floch, Kerstin Carlson – Educational Evaluation and Policy Analysis, 2004
Improving the validity and reliability of surveys is a critical part of the response to the call for improved rigor of education research, policy analysis and evaluation. Too often we create inquiry tools without validating our measures against how respondents interpret our questions, and therefore collect data of questionable quality. The purpose…
Descriptors: Cognitive Processes, Evaluation Methods, Educational Research, Validity
Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.
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Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F. – Educational Evaluation and Policy Analysis, 2002
Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…
Descriptors: Active Learning, Educational Practices, Elementary Secondary Education, Instructional Effectiveness