AIR conducted a review of key literature in 2011–12 exploring the measurement of teacher practice and student learning in arts-integrated settings through a project funded by the Department of Education and offered by the Wolf Trap Foundation for the Performing Arts.
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This paper addresses the teachers’ use of educational research to improve their instructional practice. Based on two qualitative, exploratory studies AIR conducted in the Chicago metropolitan area between 2008 and 2011, researchers found that teachers do appreciate and use research when there is a pressing need.
This study examines the impact of intensive mathematics professional development (PD) on teachers' knowledge and teaching skills for 7th grade mathematics in rational number topics such as fractions, decimals, percent, ratio, and proportion. The intensive PD studied includes over 100 hours of support in the form of summer institutes, seminars, and in-school coaching.
This report, authored by AIR and funded by the HOPE Foundation, introduces the school reform model, describes the study methodology, presents findings for each of the three research questions explored, and discusses the implications for the intervention and additional research.
Generation Y public school teachers—those born between 1977 and 1995—have been serving students for nearly a decade now, represent an increasingly large proportion of the teaching workforce. Five key insights about Gen Y require workplaces that ensure teachers receive regular feedback on their effectiveness; support peer learning and shared practice; recognize (and reward) high performance; have fair, rigorous, and meaningful evaluation systems; and leverage technology intelligently to enhance performance.
The final report of a study of teacher preparation in early reading instruction describes pre-service teachers' perceptions about the content of their training programs and summarizes their scores on an assessment of their knowledge of the essential components of reading instruction, as defined in the Reading First legislation.
This review follows a “pathways” approach that examines how underrepresented minorities enter and advance through STEM careers.
To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction. This report describes the implementation of the PD interventions tested, and examines their impacts at the end of the year the PD was delivered.
This Statistical Analysis Report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields. Teachers of these subjects were considered to be in-field majors if they held a major that they had earned at the bachelor's degree level or higher in the subject(s) that they taught.
Effective school leaders may be the linchpin of a successful school system. Research has identified school leadership quality as second only to teacher quality in its influence on student achievement.