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Samuel Kembou; Sharon Wolf; Kaja Jasinska; Amy Ogan – Consortium for Policy Research in Education, 2023
We leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children…
Descriptors: Child Labor, Rural Environment, Foreign Countries, COVID-19
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Peurach, Donald J.; Foster, Anna T.; Lyle, Angela M.; Seeber, Emily R. – Consortium for Policy Research in Education, 2021
The aim of this essay is to advance understandings of current efforts to democratize disciplined approaches to educational innovation and improvement in the US and other countries, with a specific focus on the macro-level policy contexts of improvement research in education. In the US, earlier analyses examined these policy contexts from a…
Descriptors: Educational Innovation, Educational Improvement, Educational Policy, Educational Change
Supovitz, Jonathan A.; Margolis, Jason; Harrison Berg, Jill; Comstock, Meghan – Consortium for Policy Research in Education, 2020
Teacher leadership is increasingly recognized as a promising strategy to improve the quality of instruction in U.S. schools. Despite the rising number of teacher leadership programs in the country, there is a paucity of knowledge about the work that teacher leaders (TLs) engage in, how educators experience teacher leadership and the impacts of…
Descriptors: Teacher Leadership, Leadership Training, Teacher Improvement, School Districts
Kaul, Maya; VanGronigen, Bryan A.; Simon, Nicole S. – Consortium for Policy Research in Education, 2020
Principals formulated their responses to the pandemic in terms of a hierarchy of needs: they understood that their students and staff had to feel physically and psychologically safe before they would be successful in the classroom. This is one of a series of briefs that focused on a 'critical incident' surrounding school closure and offers…
Descriptors: Principals, Administrator Role, Leadership Styles, Crisis Management
Glazer, Joshua L.; Massell, Diane; Lenhoff, Sarah Winchell; Larbi-Cherif, Adrian; Egan, Cori; Taylor, James E.; Ison, Ashley; Deleveaux, Joelle; Millington, Zachary – Consortium for Policy Research in Education, 2020
The Shelby County iZone is a district-led effort to dramatically improve, or "turn around," 23 of the lowest performing schools in Tennessee in the 15th largest district in the country. Despite circumstances that have derailed many past reforms, iZone schools have made statistically significant and educationally meaningful gains in…
Descriptors: School Turnaround, County School Districts, Equal Education, Educational Improvement
Gray, Abigail; Sirinides, Philip; Fink, Ryan; Bowden, Brooks – Consortium for Policy Research in Education, 2020
Helping young children become proficient readers is a critical goal. Research tells us that students who experience difficulty reading in the early years of school often struggle to catch up (Stanley, Petscher, & Catts, 2018; Ozernov, Palchik et al., 2016; Cunningham & Stanovich, 1997; Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher,…
Descriptors: Young Children, Instructional Effectiveness, Reading Comprehension, Curriculum Evaluation
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Francois, Chantal; Weiner, Jennie – Consortium for Policy Research in Education, 2020
This inquiry found that the lack of external accountability pressures neither appeared to negatively impact teachers' efforts, commitment to relevancy and rigor in their classrooms, or their responsiveness to families. This is one of a series of briefs that focused on a 'critical incident' surrounding school closure and offers pragmatic…
Descriptors: Accountability, School Closing, Educational Change, Critical Incidents Method
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Banwo, Bodunrin O.; Anderson, Erin; Childs, Joshua; Stone-Johnson, Corrie – Consortium for Policy Research in Education, 2020
As schools begin to fully or phase into re-opening, they should ensure that the 3 "I"s that have emerged during COVID-19 in education; infrastructure, interaction, and instruction (both in-person and online) are adequately addressed.
Descriptors: COVID-19, Pandemics, School Closing, In Person Learning
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Anderson, Erin; Hayes, Sonya; Carpenter, Bradley – Consortium for Policy Research in Education, 2020
When the school buildings closed in the spring, educators and families faced unknown challenges of supporting students remotely and continuing to provide the necessary resources for student learning and well-being. Principals responded with advocacy and compassion. This is one of a series of briefs that focused on a 'critical incident' surrounding…
Descriptors: Principals, Caring, Distance Education, Well Being
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Hubbard, Lea; Mackey, Hollie; Supovitz, Jonathan A. – Consortium for Policy Research in Education, 2020
Districts providing strong centralized COVID-19 responses approached the crisis from a top-down leadership and guidance model which constrained school flexibility to act outside of the district's direction. This is one of a series of briefs that focused on a 'critical incident' surrounding school closure and offers pragmatic suggestions to…
Descriptors: School Districts, COVID-19, Pandemics, Leadership
Ready, Douglas D.; Conn, Katharine; Bretas, Shani S.; Daruwala, Iris – Consortium for Policy Research in Education, 2019
New Classrooms Innovation Partners was awarded an Investing in Innovation (i3) grant from the U.S. Department of Education to implement its "Teach to One: Math" (TtO) model in five schools in Elizabeth, New Jersey, for three academic years, beginning in September 2015 and continuing through June 2018. The Consortium for Policy Research…
Descriptors: Teaching Methods, Mathematics Instruction, Grants, Program Evaluation
Ebby, Caroline Brayer; Remillard, Janine; D'Olier, Jordan H. – Consortium for Policy Research in Education, 2019
This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in grades K-5 who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student…
Descriptors: Student Evaluation, Formative Evaluation, Teacher Expectations of Students, Elementary School Teachers
Supovitz, Jonathan A.; D'Auria, John; Spillane, James P. – Consortium for Policy Research in Education, 2019
School leadership is broadly acknowledged to be the lynchpin for school success. Yet, amongst the countless demands that school leaders face, making wise leadership choices is increasingly challenging. On what should leaders focus their attention and how should they prioritize their improvement efforts? How can they identify, understand, and make…
Descriptors: Educational Improvement, School Effectiveness, Power Structure, Participative Decision Making
Berg, Jill Harrison; Horn, Peter; Supovitz, Jonathan A.; Margolis, Jason – Consortium for Policy Research in Education, 2019
Education leaders are perennially seeking new ways to build the capacity of teachers to enhance learning experiences for all students. Teacher leadership, which we define as teachers' support of the improvement of teaching and learning beyond their own classroom, has long been a source of interest and experimentation (Wenner & Campbell, 2017;…
Descriptors: Classification, Teacher Leadership, Leadership Role, Awards
Hatch, Thomas; Ahn, Meesuk; Ferguson, Daniel; Rumberger, Alyson – Consortium for Policy Research in Education, 2019
This report shares the results of a project designed to help build the collective capacity and increase the impact of the external support providers working to improve K-3 reading outcomes in New York City public elementary schools. In the first phase of the project, we identified all the programs in what we call the K-3 reading improvement sector…
Descriptors: Educational Improvement, Primary Education, Kindergarten, Grade 1
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