NotesFAQContact Us
Collection
Advanced
Search Tips
Location
Colorado1
Assessments and Surveys
Praxis Series1
What Works Clearinghouse Rating
Showing 1 to 15 of 19 results Save | Export
Basu, Satabdi; Rutstein, Daisy W.; Tate, Carol – National Comprehensive Center, 2021
The rapid expansion of computer science (CS) instruction in primary and secondary education has highlighted the shortage of teachers qualified to teach the subject. A key strategy for building CS teaching capacity has been preparing teachers of other subjects (e.g., math, technology applications, business) to teach introductory CS through…
Descriptors: Capacity Building, Faculty Development, Computer Science Education, Teaching Methods
Alozie, Nonye; Lundh, Patrik; Laguarda, Kate; Parker, Caroline E.; Fujii, Reina; McBride, Beth – National Comprehensive Center at Westat, 2021
In this first of three whitepapers on designing curricula for diversity, the authors explain why equity and inclusion should be addressed in standardized curriculum materials and introduce the Equity and Inclusion Framework for Curriculum Design (EI-CD). [For Part 2, see ED615694. For Part 3, see ED615695.]
Descriptors: Inclusion, Diversity, Equal Education, Curriculum Design
Manian, Nanmathi – National Comprehensive Center at Westat, 2021
Addressing the surge in mental health and social and emotional needs of students and staff will be critical in the upcoming years. The increased understanding of the prevalence of adverse childhood experiences (ACEs) and trauma, and their negative effects on the social, emotional, and academic success of students, has propelled a growing number of…
Descriptors: Trauma, Mental Health, Health Needs, Teaching Methods
Manian, Nanmathi; Belfield, Wendy; Berger, Christy – National Comprehensive Center at Westat, 2021
It is critical that states and districts support teachers by addressing their mental health and social and emotional needs, as well as by increasing their capacity to manage and teach students in the aftermath of COVID and its accompanying stressors. In order to create a supportive, trauma-informed classroom, it is imperative that instructors not…
Descriptors: School Districts, Daily Living Skills, Mental Health, Health Needs
Manian, Nanmathi; McColskey, Wendy; Benton, Kim; Lipshie, Noah – National Comprehensive Center at Westat, 2021
School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…
Descriptors: Trauma, Rural Schools, Child Development, School Districts
Jackson, Cara; Keirstead, Carol – National Comprehensive Center at Westat, 2020
COVID-19 has created a sudden demand for teachers who can provide effective remote learning opportunities for students and, simultaneously, has disrupted the preparation for the next generation of teaching. Because teachers are the most vital in-school education resource, supporting the teacher workforce through the disruptions created by COVID-19…
Descriptors: COVID-19, Distance Education, Online Courses, Pandemics
Benton, K.; Butterfield, K.; Manian, N.; Molina, M.; Richel, M. – National Comprehensive Center at Westat, 2020
This toolkit was developed to assist principals in structuring their thinking about the return to school, in whatever form it takes. It offers tools and tip sheets, the context for using them, and suggestions for actions principals might consider. The toolkit is organized around four sections: (1) Change (staying current in understanding changes…
Descriptors: Principals, School Schedules, COVID-19, Pandemics
Behrstock-Sherratt, Ellen; Biggers, Kietha; Fetters, Jenni – National Comprehensive Center for Teacher Quality, 2012
With many efforts underway across the United States, state education agency (SEA) leaders have the opportunity to utilize the expertise of their contacts in other SEAs and regional comprehensive centers (RCCs) in their region and throughout the country to exchange ideas and share the lessons they have learned about involving stakeholders in…
Descriptors: Educational Finance, Stakeholders, Evaluation Methods, Teaching Methods
Archibald, Sarah; Coggshall, Jane G.; Croft, Andrew; Goe, Laura – National Comprehensive Center for Teacher Quality, 2011
This Research & Policy Brief addresses the aspect of the teacher support system that is perhaps the most important and often the most weakly implemented: teacher learning and development. This brief includes the following to help state and district leaders select professional learning activities that are worth the allocation of scarce resources:…
Descriptors: Faculty Development, Teachers, Evaluation Methods, Resource Allocation
Goe, Laura; Holdheide, Lynn; Miller, Tricia – National Comprehensive Center for Teacher Quality, 2011
Across the nation, states and districts are in the process of building better teacher evaluation systems that not only identify highly effective teachers but also systematically provide data and feedback that can be used to improve teacher practice. "A Practical Guide to Designing Comprehensive Teacher Evaluation Systems" is a tool…
Descriptors: Feedback (Response), Teacher Effectiveness, Evaluators, Teacher Evaluation
National Comprehensive Center for Teacher Quality, 2011
Teacher effectiveness, equitable distribution, and teacher preparation are inextricably linked. Recognizing that evidence-based practices account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the TQ Center (National Comprehensive Center for Teacher Quality) offers innovation…
Descriptors: Teacher Effectiveness, Evidence, Guidelines, Innovation
Croft, Andrew; Coggshall, Jane G.; Dolan, Megan; Powers, Elizabeth – National Comprehensive Center for Teacher Quality, 2010
Featured prominently in recent federal education regulations, the term "job-embedded professional development" has come into increasingly common usage for more than a decade, yet rarely is it explicitly defined. But what exactly is job-embedded professional development? What types of teacher learning opportunities count as being job…
Descriptors: Teacher Effectiveness, Faculty Development, Professional Development, Teaching Methods
Goe, Laura; Croft, Andrew – National Comprehensive Center for Teacher Quality, 2009
In "Approaches to Evaluating Teacher Effectiveness: A Research Synthesis" published by the National Comprehensive Center for Teacher Quality (TQ Center), ways of evaluating teachers were compared (Goe, Bell, & Little, 2008). This brief compares two of the methods discussed in that synthesis--value-added measures and classroom observations--and…
Descriptors: School Effectiveness, Teacher Effectiveness, Evaluation Methods, Teaching Methods
Schumaker, Jean B. – National Comprehensive Center for Teacher Quality, 2009
One way of helping students with learning disabilities and other struggling learners become independent life-long learners is to teach them how to use learning strategies in effective and efficient ways. Learning strategy instruction is instruction in how to learn and perform in academic environments such that positive outcomes result. Teachers…
Descriptors: Learning Disabilities, Teaching Methods, Learning Strategies, Outcomes of Education
Little, Olivia; Goe, Laura; Bell, Courtney – National Comprehensive Center for Teacher Quality, 2009
There are many different conceptions of teacher effectiveness, and defining it is complex and sometimes generates controversy. Teacher effectiveness is often defined as the ability to produce gains in student achievement scores. This prevailing concept of teacher effectiveness is far too narrow, and this guide presents an expanded view of what…
Descriptors: Academic Achievement, Teacher Effectiveness, Measurement, Teaching Methods
Previous Page | Next Page ยป
Pages: 1  |  2