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Direct linkConnor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov – Journal of Educational Psychology, 2017
With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…
Descriptors: Social Studies, Science Achievement, Skill Development, Early Childhood Education
Taylor, Joseph A.; Roth, Kathleen; Wilson, Christopher D.; Stuhlsatz, Molly A. M.; Tipton, Elizabeth – Journal of Research on Educational Effectiveness, 2017
This article describes the effects of an analysis-of-practice professional development (PD) program on elementary school students' (Grades 4-6) science outcomes. The study design was a cluster-randomized trial with an analysis sample of 77 schools, 144 teachers and 2,823 students. Forty-two schools were randomly assigned to treatment, (88.5 hours)…
Descriptors: Faculty Development, Elementary School Science, Science Achievement, Elementary School Students
Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela – American Educational Research Journal, 2015
This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was…
Descriptors: Instructional Materials, Instructional Effectiveness, High School Students, Science Instruction
