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Foster, Elizabeth – Learning Professional, 2021
Linda Darling-Hammond, the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, is a longtime leader in education, an expert on professional learning, and an influential researcher and policy advisor. She has been leading President Joe Biden's education transition team,…
Descriptors: Educational Innovation, Pandemics, COVID-19, Access to Computers
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Morgan, Nick; Foster, Elizabeth; George, Melinda – Learning Professional, 2021
Among the things that will be remembered about the year 2020 are phrases like "You're still on mute" and "Can I share my screen?" They are emblematic of how educators have been challenged to navigate uncharted waters of remote learning and overnight technological adaptation. To quote another phrase that will be remembered as a…
Descriptors: Pandemics, COVID-19, Faculty Development, Educational Planning
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Bouffard, Suzanne; Foster, Elizabeth – Learning Professional, 2021
Jal Mehta is a professor at the Harvard Graduate School of Education. His work focuses on educational practices and policies that promote deep and meaningful learning. He has also conducted extensive research on the education workforce. He is the author of "In Search of Deeper Learning: The Quest to Remake the American High School"…
Descriptors: COVID-19, Pandemics, Educational Change, Educational Improvement
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Foster, Elizabeth – Learning Professional, 2020
Coaching is a popular and promising form of professional learning, with research evidence of its effectiveness for teachers and students. Surprisingly little is known, however, about the current landscape of coaching. To close this knowledge gap, Learning Forward recently partnered with Digital Promise to survey more than 1,000 U.S. educators…
Descriptors: Coaching (Performance), Faculty Development, Faculty Workload, Incidence
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Foster, Elizabeth – Learning Professional, 2019
A recent study by Debra McKeown and colleagues is described by author Eliabeth Foster as important not only because it highlights professional learning about a model of writing instruction of interest to many educators, but also because it examines teachers' reflections about their experiences in professional learning. Building on a larger…
Descriptors: Writing Instruction, Teacher Attitudes, Faculty Development, Instructional Effectiveness
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Foster, Elizabeth – Learning Professional, 2019
Assessment can provide information about student learning and the effectiveness of classroom strategies, but what are the special considerations when used with English learners? To better understand the research about how schools and systems can support multilingual learners through assessment, Elizabeth Foster spoke with Margo Gottlieb, an expert…
Descriptors: Student Evaluation, English Language Learners, Second Language Learning, Bilingual Students
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Foster, Elizabeth – Learning Professional, 2019
A recent qualitative study by a team of researchers looked into how grade-level teams of teachers are thinking about causes and strategies based on looking at student performance data. What is interesting in these findings is how infrequently teachers attribute student results to instruction -- just 15% of the time. Teachers in this study were…
Descriptors: Teacher Attitudes, Academic Achievement, Teacher Student Relationship, Data Use
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Foster, Elizabeth – Learning Professional, 2019
In March 2019, Learning Forward's Stephanie Hirsh interviewed Robert Pianta, who developed the evidence-based MyTeachingPartner 1:1 Video Coaching program (MTP). MTP is one of the few coaching models that meets the evidence requirements of the Every Student Succeeds Act (ESSA), based on studies of its effectiveness and efficacy. Rigorous research…
Descriptors: Evidence Based Practice, Coaching (Performance), Program Effectiveness, Elementary Secondary Education
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George, Melinda; Morgan, Nick; Foster, Elizabeth – Learning Professional, 2019
Many education stakeholders might grapple with some of these challenges in designing a new way to drive positive change in public education policy: (1) Implementing strategies that appear to hold promise but have never been scaled; (2) Maintaining the integrity of research-based interventions while addressing the need for contextual adaptation…
Descriptors: Networks, Educational Improvement, Science Instruction, Instructional Materials
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Foster, Elizabeth – Learning Professional, 2018
Engaging with materials can shape the teaching experience, teachers' practices and mindsets, and, ultimately, students' learning experiences. This issue of "Learning Professional" looks at an area of emerging interest: curriculum materials and the role they play in the daily work of educators and leaders. Educators, researchers, and…
Descriptors: Design Requirements, Instructional Material Evaluation, Media Selection, Teaching Guides
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Foster, Elizabeth – Learning Professional, 2018
The meta-analysis addressed three research questions: (1) What is the causal effect of teacher coaching programs on classroom instruction and student achievement?; (2) Are specific coaching program design elements associated with larger effects?; and (3) Do changes in teacher practice from coaching programs translate into improvements in student…
Descriptors: Coaching (Performance), Educational Practices, Academic Achievement, Outcomes of Education
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Foster, Elizabeth – Learning Professional, 2018
Professional learning strategies often rely on the belief that teaching and learning outcomes are best when teachers have a clear understanding of students' thinking. This may seem like common sense -- after all, students are active participants in the learning process, so their thinking impacts the outcome. But does research support the…
Descriptors: Learning Processes, Learning Strategies, Misconceptions, Thinking Skills