Focused Classroom Coaching and Widespread Racial Equity in School Discipline [0.03%]
聚焦课堂的辅导和学校纪律中的广泛种族平等
Anne Gregory,Erik A Ruzek,Jamie DeCoster et al.
Anne Gregory et al.
We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 secondary U.S. classrooms. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal cl...
Jessica A R Logan,Sara A Hart,Christopher Schatschneider
Jessica A R Logan
Many research agencies are now requiring that data collected as part of funded projects be shared. However, the practice of data sharing in education sciences has lagged these funder requirements. We assert that this is likely because resea...
Validating the SEDA Measures of District Educational Opportunities via a Common Assessment [0.03%]
利用共同评估验证SEDA的区级教育机会指标
Megan Kuhfeld,Thurston Domina,Paul Hanselman
Megan Kuhfeld
The Stanford Educational Data Archive (SEDA) is the first data set to allow comparisons of district academic achievement and growth from Grades 3 to 8 across the United States, shining a light on the distribution of educational opportunitie...
The Future of NCES's Longitudinal Student Surveys: Balancing Bold Vision and Realism [0.03%]
NCES长期学生调查的未来：平衡大胆愿景和现实主义
John Robert Warren
John Robert Warren
The National Center for Education Statistics' (NCES) longitudinal student surveys have long been exceptionally useful for many purpose. Despite their many virtues, however, these surveys cannot be used to monitor trends at short time interv...
Decomposition of Practice as an Activity for Research-Practice Partnerships [0.03%]
作为研究实践伙伴关系的实践活动分解
Alison Fox Resnick,Elham Kazemi
Alison Fox Resnick
This analysis examines the process of one research-practice partnership (RPP) engaged in the activity of decomposing elementary principal practice in the context of an instructional improvement initiative in mathematics. Decomposing, or bre...
States as Sites of Educational (In)Equality: State Contexts and the Socioeconomic Achievement Gradient [0.03%]
作为教育（不）平等的场所：州背景与社会经济成就梯度
Heewon Jang,Sean F Reardon
Heewon Jang
Socioeconomic achievement gaps have long been a central focus of educational research. However, not much is known about how (and why) between-district gaps vary among states, even though states are a primary organizational level in the dece...
Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States? [0.03%]
不同经济社会地位学生的思维模式差异是美国学业成就差距的原因吗？
Mesmin Destin,Paul Hanselman,Jenny Buontempo et al.
Mesmin Destin et al.
Students from higher-socioeconomic status (SES) backgrounds show a persistent advantage in academic outcomes over lower-SES students. It is possible that students' beliefs about academic ability, or mindsets, play some role in contributing ...
Introduction to Special Topic: Serving Children with Disabilities Within Multitiered Systems of Support [0.03%]
论点介绍：支持多重系统的残疾儿童服务
Brett Miller,Katherine Taylor,Ruth Ryder
Brett Miller
Since the conception of the Education for All Handicapped Children Act in 1975 there has been substantial progress regarding the education of learners with disabilities. Nevertheless, significant challenges remain for addressing the diverse...
Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review [0.03%]
探究式科学教育对英语学习者有效吗？一项元分析研究
Gabriel Estrella,Jacky Au,Susanne M Jaeggi et al.
Gabriel Estrella et al.
Despite being among the fastest growing segments of the student population, English Language Learners (ELLs) have yet to attain the same academic success as their English-proficient peers, particularly in science. In an effort to support th...
Gerardo Ramirez,Sophia Yang Hooper,Nicole B Kersting et al.
Gerardo Ramirez et al.
Elementary school teachers' math anxiety has been found to play a role in their students' math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students' math achievement and the mediating factors und...