Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 0 |
| Since 2005 (last 20 years) | 2 |
Descriptor
| Comparative Analysis | 2 |
| Grade 1 | 2 |
| Intervention | 2 |
| At Risk Students | 1 |
| Coaching (Performance) | 1 |
| Computer Software | 1 |
| Consultants | 1 |
| Context Effect | 1 |
| Control Groups | 1 |
| Core Curriculum | 1 |
| Curriculum Implementation | 1 |
| More ▼ | |
Source
| Society for Research on… | 2 |
Author
| Amendum, Steve | 1 |
| Dimino, Joseph | 1 |
| Gersten, Russell | 1 |
| Ginsberg, Marnie | 1 |
| Hedrick, Amy | 1 |
| Jayanthi, Madhavi | 1 |
| Kainz, Kirsten | 1 |
| Newman-Gonchar, Rebecca | 1 |
| Taylor, Mary Jo | 1 |
| Vernon-Feagans, Lynne | 1 |
Publication Type
| Reports - Research | 2 |
Education Level
| Elementary Education | 2 |
| Elementary Secondary Education | 2 |
| Grade 1 | 2 |
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
| California | 1 |
| Illinois | 1 |
| Ohio | 1 |
| Texas | 1 |
Laws, Policies, & Programs
| Elementary and Secondary… | 2 |
Assessments and Surveys
| Woodcock Johnson Tests of… | 2 |
| Peabody Picture Vocabulary… | 1 |
| Woodcock Diagnostic Reading… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textGersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo – Society for Research on Educational Effectiveness, 2013
The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…
Descriptors: Faculty Development, Vocabulary Development, Observation, Grade 1
Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve – Society for Research on Educational Effectiveness, 2010
The main objective of the overall Targeted Reading Intervention (TRI) was to help the classroom teacher acquire the key reading diagnostic strategies (e.g., Cooter, 2003; Desimone, 2009; Garet et al., 2001; Timperley & Phillips, 2003) relevant to K-1 struggling readers (e.g., Desimone, 2009; Garet et al., 2001; Guskey, 2002; Joyce &…
Descriptors: Rural Schools, Teacher Effectiveness, Intervention, Consultants
