This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement.
Documents the prevalence and unequal distribution of substitute teacher coverage across schools in a large urban district, with less advantaged schools covered least.
Identifies early barriers and challenges in implementing high-impact tutoring at scale and approaches for overcoming them to accelerate student learning.
Meta-analyzes 95 experimental and quasi-experimental preK-12 STEM professional development and curriculum programs to identify features linked to stronger student outcomes.
Shares adaptable practices for assessing Head Start children virtually during the COVID-19 pandemic, when preschool closures limited in-person assessment.
Finds that barely passing the Massachusetts math exit exam has meaningful effects on educational attainment, operating differently for low- and higher-income students.
Tests whether a pediatric clinic-based text-messaging program improves school readiness for young children without access to early childhood education.
Argues that classroom observation systems need clearer criteria and stronger development to serve teacher evaluation, development, and research purposes well.
Evaluates whether California's Mathematics Professional Development Institutes improved teachers' mathematical knowledge for teaching, using new content knowledge measures.
