Hootstein, E. (1998, November).
Differentiation of
instructional methodologies in subject-based curricula at the secondary
level. 43 pp ($15.00)
Early Reading
Interventions
Atkinson, A. (1997).
Early reading interventions:
What works? 50 pp ($16.50)
ESL
Richardson, J.S. (2005, August).
The effectiveness of instructional issues, Theories, Models and
strategies for mainstreamed English Second Language students.
Available
online: Final
report AND slides
Language Arts Instruction
The purpose of the study was to: 1) identify language arts instructional policies and practices used by teachers, 2) determine if a relationship exists between school climate factors and instructional practices, and 3) compare results with those of the National Assessment Educational Progress
(NAEP).
Pisapia, J., & Hoyt, W. (1994, December).
The
state of language arts instruction in elementary and middle schools:
Research report. 123 pp ($16.50)
Literacy Passport Test
McMillan, J. H. (1995, October).
Successful
literacy passport test remediation strategies for elementary and middle
school students: Research report. 39 pp ($16.50)
Mathematics
Pisapia J., & Gross, E. (1991, June).
1990
National Assessment of Educational Progress in mathematics: Analysis and
interpretive remarks of the state of mathematics achievement. 63 pp
($16.50)
Cauley, K., & VandeWalle, J. (1993, March).
The
NCTM Standards: Implementation survey instrument. ($20.00)
Cauley, K., & VandeWalle J. (1993, November).
The
NCTM Standards: Implementation. 31 pp ($16.50)
Cauley, K., VandeWalle J., & Hoyt, W. (1993,
November).
The NCTM Standards: Implementation technical report.
187 pp ($16.50)
Overage Middle School Students
Reed, D., & Kirkpatrick, C. (1998, April).
The
impact of overage middle school students on middle schools. 37 pp
($10.00)
The purpose of this review was to explore the issue of disruptive students in the classroom and to offer suggestions and solutions to the problem. The review is divided into three major areas: (1) definitions and characteristics of disruptive students; (2) reasons why students misbehave; and (3) suggestions and solutions for solving the problem.
Reed, D. & Kirkpatrick, C. (1998, Nov.).
Disruptive
Students in the Classroom: A Review of Literature. 76pp ($10.00)
Parental
Involvement
Types of Programs, Characteristics of Successful Programs, and
Proven Strategies
Fox, C. (1995, February)
Parent involvement in
public education: Review of literature. 47 pp ($10.00)
Philipsen, M. (1996, January)
Parental Involvement
in Schools: Case studies of three high schools in a southeastern
metropolitan area: Research report. 146 pp ($16.50)
Read the brief:
Parental Involvement
in Schools: Case Studies of Three High Schools in a Southeastern
Metropolitan Area
Trevett, S., & McMillan J. (1998, September).
Enhancing
parental involvement in urban schools: Types of programs, characteristics
of successful programs, and proven strategies. 12pp ($8.00)
Scheduling Alternatives
This study was commissioned to study the effects
of different high school schedules on teaching strategies,
teacher and student satisfaction, and student and school
performance. Data were gathered from 12 high schools using
various high school schedules. The data are rich and include
results from student, teacher, and administrator surveys and
personal interviews. The respective characteristics, attributes,
and effects of each scheduling model are displayed in matrix
format.
Westfall, A. (1995,
February)
Scheduling secondary schools: Questions and answers. 124
pp ($16.50)
Pisapia, J., &
Westfall, A. (1996).
Alternative high school schedules: Technical
report. 138 pp ($15.00)
Pisapia, J., &
Westfall, A. (1996).
Alternative high school schedules: A view from
the student's desk, a research report. 72 pp ($15.00)
Read the brief:
Alternative
High School Scheduling - A View from the Student's Desk
Pisapia, J., &
Westfall, A. (1996).
Alternative high school schedules: A view from
the teacher's desk, a research report. 76 pp ($15.00)
Read
the brief:
Alternative High
School Scheduling - A View from the Teacher's Desk
Pisapia, J., &
Westfall, A. (1996).
Alternative high school schedules: Student
achievement and behavior, a research report. pp 32 ($10.00)
Read
the brief:
Alternative
High School Scheduling - Student Achievement and Behavior
School Engagement
The purpose of this project was to identify, through qualitative methods, those factors that contribute to a sense of belonging and engagement in school. Researchers investigated factors in the instructional program, in extracurricular activities, among peer groups, and in between classes (non-instructional time).
Cauley, K., Chafin, C., & Certo, J. (2001. Oct.).
Students' Perspectives on Their High School
Experience. 67pp ($16.50)
SOL Testing, Accountability and Accreditation
Standards-based
educational reform has resulted in the development of statewide
"high stakes" testing that reaches into the heart of the
instructional process, affecting teacher behavior, students'
experiences, and the nature of subject matter that is taught.
This investigation used a qualitative case study approach to
examine the implementation of high stakes testing and
accountability in seven Richmond area schools (3 elementary, 2
middle and 2 high schools) that represent seven school divisions
and the broad spectrum of community types. Data were obtained
from interviews of superintendents, principals and teachers, as
well as from observations and reviews of documents. Testing, Accountability & Accreditation
This was a case study investigation of Title I elementary schools that demonstrated successful student performance of SOL tests. Using interviews of teachers, principals, and parents, observations, and document review, the team analyzed four schools-three of which demonstrated strong student performance.
McCay, E. & Savage, R. (2002. Jan.).
Stories of Student Success in Title I
Elementary Schools. 122pp ($16.50)
This study examined ninth grade students who failed to receive a passing score on one or more SOL tests in May and retook the tests in July. Analyses showed that for Algebra I, students who attended summer school and focused on preparation for the test did much better than students who did not attend summer school. Moreover, gains were evident even with very low May scores. The results for other subjects also support the importance of summer school in helping students pass the SOL tests.
McMillan, J. & Fitzelle, D. (2001. Jan.).
The Effectiveness of Remedial Summer School
Programs. 45pp ($10.00)
McMillan, J. & Snyder, A. (2002).
The Effectiveness of Summer Remediation for High-Stakes
Testing. ($16.50)
Snider, S. (1999.Oct.).
Testing, Accountability and
Accreditation. 55pp ($16.50)
Teachers' Classroom Assessment and Grading Practices
Assessment and grading continue to be a private activity with
considerable variation among teachers. While descriptions of
grading practices are plentiful, there is little research on the
relationship between grading practices and student motivation
and achievement. The purpose of this research was to gather
information from teachers regarding their assessment and grading
practices to answer the following questions: 1) What is the
current state of assessment practice and grading by teachers? 2)
What assessment and grading topics do teachers identify as needs
to be addressed in in-service?3) What is the relationship
between assessment and grading practices and grades given to
students? 4) What are the relationships between grade level, and
subject taught, and assessment and grading practices?
McMillan, J., & Workman, D. (1998, November).
Teachers'
classroom assessment and grading practices: Phase 1. 74 pp ($15.00)
Read the brief:
Teachers' Classroom
Assessment and Grading Practices: Phase I
McMillan, J., & Workman, D. (1998, November).
Teachers'
classroom assessment and grading practices: Phase 2. 55 pp ($15.00)
Read Brief:
Teachers'
Classroom Assessment and Grading Practices: Phase II
McMillan, J., & Workman, D. (1998, May).
Classroom
Assessment and Grading Practices: A Review of the Literature. 37pp
($10.00)
Teacher Recruiting & Retaining
The purpose of these reports was to review the literature on
induction programs as well as how to support and retain teachers throughout their careers.˜
Headings include factors in teacher attrition, induction program goals, outcomes, and problems, mentoring, and in-service teacher development.
These studies used qualitative, in-depth interviews and focus groups of teachers currently working in Richmond metropolitan area public schools. These studies identified reasons teachers were remaining in their school divisions, reasons they felt their colleagues had left their school divisions, and perceptions of teachers regarding local school division teacher retention strategies.
Fox, J., & Certo, J. (1999, Dec.).
Recruiting
and Retaining Teachers: A Review of Literature. 40pp ($10.00)
Fox, J., & Certo, J. (2001, Jan.).
Retaining Teachers Across the Professional
Continuum: A Review of Literature. 31pp ($10.00)
Certo, J., & Fox, J. (2001, Sept.).
Retaining Quality Teachers. 93pp ($16.50)
Teacher
Researcher
Practicing teachers are in a
unique position to ask questions about how students learn, and
to investigate these questions in a way that will have an
immediate impact on their teaching. Through this program,
teachers have the opportunity and support to investigate
different topics, and share their insights with other
professionals in a collaborative setting.
To find out more, select one of the research
briefs below:
The Successful
Interdisciplinary Class Must Secede from the Traditional
A Study of
Anger and the Elementary Student
Is it Better
to Drink from a Fountain or a Secret Waterfall?
How do We Help
Our Students Become More Responsible?
Teacher as Researcher Forum (1995, May).
Teaching
as reflective practice: Papers by teacher researchers. 336 pp
($30.00)
Teacher as Researcher Forum (1996, August).
Teaching
as reflective practice: Papers by teacher researchers. 260 pp
($20.00)
Technology
This in-depth study began with an
investigation of cost-effective applications in the classroom.
Then the impact of technologies on student performance was
examined. Software to analyze the cost-effectiveness of
different technologies was developed. The study concluded with
the development of a benchmarking process to enhance technology
integration.
To find out more, select one of the research
briefs below:
Learning
Technologies and Student Performance
Teaching with
Technology: Roles and Styles
Teaching with
Technology: Exemplary Teachers
Teaching with
Technology: Productivity Tools
Developing
Exemplary Technology-Using Teachers
Lessons
Learned from Technology Intensive Schools
Restructuring
Schools with Technology
Planning for
Technology Infusion into the Schools
Successfully
Implementing Technology
Technology:
The Access Issue
How to Conduct
a Cost-Effectiveness Analysis?
Pisapia J., & Perlman, S. (1992, December).
Learning
technologies in the classroom: A study of results. 134 pp ($16.50)
Read the brief:
Are
Learning Technologies Effective?
Pisapia, J., Schlesinger, J., & Parks, A. (1993,
February).
Learning technologies in the classroom: Review of
literature. 213 pp ($19.50)
Pisapia, J. (1993, April).
Learning technologies in
the classroom: Lessons learned from technology intensive schools. 64
pp ($16.50)
Parks, A., & Pisapia, J. (1993, February).
Learning
technologies in the classroom: Annotated bibliography. 156 pp ($16.50)
Parks, A. & Pisapia, J. (1995).
State of the
Art Technology Application: Atlas. 681 pp ($69.50)
Pisapia, J. (1994, February).
Cost analysis and
learning technologies. 22 pp ($10.00) Read the
brief:
Cost Analysis
and Learning Technologies
Pisapia, J., Schlesinger, J. & Perlman, S. (1993).
Cost analysis program (CAP), software and user manual. ($69.50)
Technology package, without CAP software ($130.00)
Technology package with CAP software ($190.00)
Work Force Preparation
McMillan, J. H. (1993, December).
Work force
preparation: Review of literature. 27 pp ($10.00)
