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Journal Articles
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Displaying 31 - 45 of 190
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2020
November 01, 2020
Journal Articles
Teacher Accountability Reforms and the Supply and Quality of New Teachers
Finds that state teacher accountability reforms reduced the number of newly licensed teacher candidates and increased unfilled positions, especially in hard-to-staff schools.
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September 30, 2020
Journal Articles
Sustaining a Sense of Success: The Importance of Teacher Working Conditions During the COVID-19 Pandemic
Surveys 7,841 teachers across nine states about working conditions during spring 2020 emergency remote teaching and what sustained their sense of success.
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September 24, 2020
Journal Articles
Educational Goods: Values, Evidence, and Decision Making - A Summary
Summarizes the book Educational Goods: Values, Evidence, and Decision-Making and introduces a symposium of responses from philosophers of education.
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August 18, 2020
Journal Articles
Learning lessons from instruction: Descriptive results from an observational study of urban elementary mathematics classrooms
Background:For nearly three decades, policy-makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented instruction has been enacted at scale.
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June 30, 2020
Journal Articles
The Big Problem with Little Interruptions to Classroom Learning
Estimates that a typical Providence classroom is interrupted over 2,000 times a year, costing 10 to 20 days of instructional time.
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June 20, 2020
Journal Articles
Unpacking the Drivers of Racial Disparities in School Suspension and Expulsion
Identifies the drivers of racial disparities in school suspension and expulsion, including differences in teacher treatment of similar behavior.
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May 05, 2020
Journal Articles
Developing Ambitious Mathematics Instruction through Web-Based Coaching: A Randomized Field Trial
Describes and evaluates a scalable web-based coaching program that supports teachers in implementing Common Core-aligned mathematics instruction.
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April 27, 2020
Journal Articles
Interpreting Effect Sizes of Education Interventions
Presents five guidelines for interpreting effect sizes of education interventions, arguing that Cohen's benchmarks misjudge the impacts of field-based programs.
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March 23, 2020
Journal Articles
Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey
Uses the first large-scale panel survey of social-emotional learning to trace how four constructs develop from grade 4 to 12 across student groups.
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January 18, 2020
Journal Articles
Funds to Improve School Facilities Reduce Achievement Gaps in California
Uses narrowly passed and failed California bond measures to show that school facilities funding reduces achievement gaps for low-income students.
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January 06, 2020
Journal Articles
The Longitudinal Effects of School Improvement Grants
Examines short- and long-run effects of School Improvement Grants on student test scores in two states and two urban districts.
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January 01, 2020
Journal Articles
Reframing suburbs: Race, place, and opportunity in suburban educational spaces
Reframes suburban schools as sites of racial and economic inequality rather than uniform opportunity, drawing on recent research.
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January 01, 2020
Journal Articles
The changing terrain of the suburbs: Examining race, class, and place in suburban schools and communities
Examines how race, class, and place intersect in suburban schools and communities as suburbs become more diverse.
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2019
December 18, 2019
Journal Articles
Reaching unconnected caregivers: Using a text-message education program to better understand how to support informal caregivers role in child development
Reports a two-year qualitative study of informal caregivers receiving text messages to support child development, exploring their motivations, assets, and needs.
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November 29, 2019
Journal Articles
When Behavioral Barriers are Too High or Low - How Timing Matters for Parenting Interventions
Tests whether text-message parenting programs are more effective when timed to periods when parents most need support or have more time with their children.
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