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Nugent, Gwen; Kunz, Gina; Houston, James; Kalutskaya, Irina; Wu, ChaoRong; Pedersen, Jon; Lee, SoonChun; DeChenne, Sue Ellen; Luo, LinLin; Berry, Brandi – National Center for Research on Rural Education, 2016
Although results showing coaching effectiveness are accumulating, coaching is often included with other forms of Professional Development (PD) support including teacher in-service (Powell, Diamond, Burchinal, & Koehler, 2010; Kretlow et al., 2011), access to an annotated video library (Allen et al., 2011), and access to ongoing learning…
Descriptors: Science Instruction, Technology Uses in Education, Educational Technology, Faculty Development
Holmes, Shannon R.; Sheridan, Susan M.; Witte, Amanda L.; Bhatia, Sonya A.; Coutts, Michael J. – National Center for Research on Rural Education, 2015
This study examined differences in kindergarten children's behavioral functioning across rural and non-rural communities, as well as explored the effect of risk in each setting (i.e., rural, nonrural) on these children's behavior. Data from 116 kindergarten students and their parents and teachers was analyzed. Multileveling modeling was used to…
Descriptors: Kindergarten, Risk, Child Behavior, Environmental Influences
White, Andrew S.; Kunz, Gina M.; Whitham, Rebekah; Houston, Jim; Nugent, Gwen – National Center for Research on Rural Education, 2015
National and state educational mandates require students achieve proficiency in not only science content, but also "science inquiry", or those process skills associated with science (National Research Council, 2011; Next Generation Science Standards, 2013). Science inquiry instruction has been shown to improve student achievement and…
Descriptors: Science Instruction, Inquiry, Science Achievement, Student Centered Learning
White, Andrew S.; Howell Smith, Michelle; Kunz, Gina M.; Nugent, Gwen C. – National Center for Research on Rural Education, 2015
Although researchers have explored the impact of instructional coaching and named possible elements believed essential to effective coaching, there has yet to emerge from the literature a coherent model of those essential elements ("active ingredients"). This qualitative study sought to identify those elements through a systematic…
Descriptors: Coaching (Performance), Qualitative Research, Literature Reviews, Grounded Theory
DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April – National Center for Research on Rural Education, 2012
A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…
Descriptors: Teaching Methods, Scoring Rubrics, Feedback (Response), Science Teachers
Semke, Carrie A.; Sheridan, Susan M. – National Center for Research on Rural Education, 2011
Parental participation and cooperation in children's educational experiences is positively related to important student outcomes. It is becoming increasingly evident that context is a significant factor in understanding academic achievement, and the setting in which a child, family, and school is situated is among the salient contexts…
Descriptors: Literature Reviews, Rural Schools, Family School Relationship, Educational Experience
Witte, Amanda L.; Sheridan, Susan M. – National Center for Research on Rural Education, 2011
The importance of family-school partnerships for student success is unequivocal. Given the limited resources evident in many rural communities, family-school partnerships can be especially beneficial for students in rural schools. Decades of research has documented the positive effects of parent participation in children's academic endeavors for…
Descriptors: Rural Areas, School Districts, Rural Schools, Family School Relationship