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Download full textKaye Storm; Gary Lichtenstein – Journal of STEM Outreach, 2019
Research Experience for Teachers (RET) programs have been placing K-12 teachers in university research labs for almost three decades (Pop et al., 2010). However, the long-term impacts are rarely explored. This paper summarizes data from a survey study of 135/158 teachers (88% response rate) who participated in Stanford University's RET programs…
Descriptors: Teacher Researchers, Teacher Persistence, Classroom Techniques, Professional Identity
Doabler, Christian; Smolkowski, Keith; Fien, Hank; Kosty, Derek B.; Cary, Mari Strand – Society for Research on Educational Effectiveness, 2010
In this paper, the authors report research focused directly on the validation of the Coding of Academic Teacher-Student interactions (CATS) direct observation instrument. They use classroom information gathered by the CATS instrument to better understand the potential mediating variables hypothesized to influence student achievement. Their study's…
Descriptors: Feedback (Response), Curriculum Based Assessment, Observation, Construct Validity
Russell, Gail; Gaskin, Comer – 1973
According to a recent survey conducted under ESEA Title I, approximately 35 percent of the pupils attending Coan School were from low income families. Title I provided the services of a lead teacher and ten educational aides to allow more individualized instruction for these pupils. An informal reading laboratory continued to be maintained. Pupils…
Descriptors: Classroom Techniques, Compensatory Education, Disadvantaged Youth, Individualized Reading
California State Dept. of Education, Sacramento. Div. of Compensatory Education. – 1974
The 111th Street School is successfully educating black students K-6 in inner-city Los Angeles. The key to the program's success is a form of organization designed to functionally support an ungraded system of learning centers devoted to attainment of specific educational objectives. Two Directories, this for the classroom teacher and a separate…
Descriptors: Academic Achievement, Class Organization, Classroom Techniques, Elementary Education
Brown, Bernard Franklin – 1969
The purpose of this study was to investigate the operation and effects of Title I ESEA programs operative in selected school districts in Michigan in relation to change in their respective elementary curricula as perceived by elementary school teachers. A total of 87 teachers took part. A questionnaire was developed and administered. In addition,…
Descriptors: Classroom Techniques, Curriculum Development, Educational Objectives, Elementary School Curriculum
Northwest Regional Educational Lab., Portland, OR. – 2002
This curriculum outline represents the design framework for the development of a Paraeducator Instructional Institute Curriculum. The intent of the curriculum is to help Title I paraeducators in Montana meet the qualification requirements set forth under Title I, Section 1119(c) of the No Child Left Behind Act of 2001. The curriculum is organized…
Descriptors: Classroom Techniques, Curriculum Development, Elementary Secondary Education, Mathematics Instruction
Morgan, Virginia Richardson – 1974
The problems stated for this study were: (1) to determine the additional cost per month of reading gain in the Dougherty County reading program--funded under Title I of the 1965 Elementary Secondary Education Act--for elementary students (grades 1-6); (2) to compare the previous cost per month of gain for students enrolled in the Title I program…
Descriptors: Achievement Gains, Classroom Techniques, Compensatory Education, Cost Effectiveness
