The Annenberg Institute will work to better inform the PPSD’s decision-making process by researching issues selected by the district, RIDE and other local partners, said Ellen Viruleg, managing director of the Annenberg Institute, at the BUCC meeting. When a research center hopes to aid a community, it is important to prioritize “following the lead of your (community) partners,” Viruleg added.
- | The Brown Daily Herald
- | The Brown Daily Herald
The University’s Department of Education will decide which schools the MAT program will partner with, said Director of the Annenberg Institute Susanna Loeb. The department began reaching out to schools this summer and site visits are currently underway, Joutz said.
Loeb added that the department is likely to partner with two charter schools, Blackstone Academy and Paul Cuffee School, and is also “in conversations” with Hope High School. Professor Sarah Leibel, director of Teacher Education, will spearhead the efforts. Leibel did not respond to multiple requests for comment.
“We’re talking to many of these schools and seeing who would really like us as partners and who we could support best,” Loeb said.
- | NBER Digest
The challenges of the workweek make it difficult for parents to make effective use of tips sent by text on weekdays.
"Point out the first letter in your child's name in magazines, on signs and at the store. Have your child try. Make it a game. Who can find the most?"
That tip is an example of parenting advice offered by an educational program that sends text messages to parents of preschoolers. The program has proven effective at boosting children's literacy and math skills.
- | Providence Journal“We forget that a lot of middle-and upper-class students went through a lot of test prep,” said Ken Wong, director of urban education at Brown University. “When they are sitting in the test room, they already know what kinds of tasks they are being asked to do. We need to think about building support like that in public schools. “On the other hand, students know that they are not being held accountable when they take the SAT,” he said of Rhode Island. “It’s not a high-stakes test for them. It’s important for the districts and the commissioner to communicate why this is important, that it’s clearly connected to college and career readiness.”
- | Annenberg Institute at Brown University
Congratulations to @katharinemeyer, @AnnenbergInst Postdoctoral Research Associate, being named 2019-2020 Emerging Education Policy Scholar @educationgadfly: https://t.co/KKvxPJrtXu pic.twitter.com/0RPfLC42V0
— Annenberg Institute at Brown (@AnnenbergInst) October 3, 2019 - | Annenberg Institute at Brown University
Congratulations to @DrJingLiu, @AnnenbergInst Postdoctoral Research Associate, being named 2019-2020 Emerging Education Policy Scholar @educationgadfly: https://t.co/UuXLpT25Xg pic.twitter.com/KBxeEAkx43
— Annenberg Institute at Brown (@AnnenbergInst) October 3, 2019 - | The Brown Daily Herald
Last year in a shiny glass room one floor above the Brown Bookstore, the Annenberg Institute for School Reform hosted an event: “Advancing Equity through Research-Practice Partnerships.” The Institute brought in Ruth Lopez Turley, founder of the Houston Education Research Consortium, to present on the power of research grounded in community partnerships — a worthy and pertinent topic.
However, one central irony stood out as the elephant in the room: The Annenberg Institute had just undergone a push in the opposite direction.
The Annenberg Institute should heed Turley’s call and focus their research on the Providence community.
- | Detroit Free Press"So the gap is about 30 million words during the course of four to five years, when the child is in development," said Kenneth Wong, a professor and director of the Urban Education Institute at Brown University, which has been studying the results of the Providence Talks program. "That's an enormous gap. The question is, what can we do about that challenge so that they can come to school prepared?"
- | National Council on Teacher Quality
We can all agree that teachers contribute in many ways to students' lives. But how should we measure those contributions? Answers are all over the map, from test-based evidence of teachers' contribution to student learning to observers' perceptions of how well they build rapport with their students. Is there some middle ground where we can measure something beyond test scores?
An updated working paper by Jing Liu and Susanna Loeb (of Brown University) finds a plausible way to quantify at least one key contribution made by teachers: getting students to show up to class. They refer to this as "attendance VAM," a measure of teachers' individual effect on student attendance, with similar controls built into the model as the more familiar, learning-based VAM.
- | Annenberg Institute at Brown University
We are so happy to have this project for parents of teens as part of our #TipsByText parenting programs! https://t.co/WSo4EMzraH https://t.co/bWwqJgPLJj
— Annenberg Institute at Brown (@AnnenbergInst) September 19, 2019 - | The Brown Daily Herald
As middle and high school students begin making their own decisions about whether to attend class, their teachers have a major impact on their attendance rates, according to a recent study from the Annenberg Institute for School Reform. Specifically, some teachers were more effective than others at promoting attendance, suggesting that more engaging teachers can reduce unexcused absences.
- | Institute of Education Sciences
#IESfunded researchers at @BrownUniversity and @MASchoolsK12 will evaluate a Massachusetts policy that states students must pass exit exams in core subjects to earn a high school diploma. @AnnenbergInst @BrownUEP #NCER Learn more: https://t.co/u20sshrJ85
— IES Research (@IESResearch) September 12, 2019