Elementary
School |
|
Wyoming Elementary Teachers’ Perceptions Concerning the Effect of NCLB Accountability Mandates and High-Stakes Testing on Their Instructional Practices by Joanie James
This research study accesses the perceptions of first- through sixth-grade elementary teachers in Wyoming concerning their opinions of the NCLBA and high-stakes standardized testing. |
|
Leadership
by Design: How a Team Experience Shaped Teachers’ Views
of Themselves as Leaders by Elizabeth Gil
If
professional development is to be meaningful and valuable to
teachers, it is necessary to know what teachers want to learn,
from whom /how they want to learn it and give them a part in
creating it. |
|
Looping, a
Loopy Idea? by Candice Hopkins
Does
looping increase student achievement?
|
|
"What's
Going On in There?" by Denise Snyder
How
does structured teacher collaboration influence student achievement?
|
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Keeping
Them by Stephanie DeWitt
What
can be done or needs to be done to improve special education
teacher retention?
|
|
Hand
in Hand: From Isolation to Collaboration by Carmen
Vargas
Finding the time to meet, share, and discuss
issues around practice has been very difficult for teachers.
|
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Job-Sharing:
A Model for Teacher Leadership
by Regla Armengol and Lisa Holm |
|
The
Early Literacy Club by Jane Ching Fung |
|
Teacher
Talk: Collaborative Conversations About Second Grade Readers
by Sarah Picard |
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Teacher
Networks and New Teachers by Jane
Fung |
Middle
School |
|
Getting To Know You: Teacher Collaboration and Pedagogy by Amber Moss
As a literacy coach in a secondary school, I was concerned with the way I communicated ideas about balanced literacy with English Language Arts teachers. Just explaining and demonstrating a lesson to a teacher didn’t mean that it was ever taught by the teacher in a classroom. |
|
Mentoring
to Save a Teacher by Esther Roberts
How
does the Pathwise Induction Program lower the turnover rate
among new teachers? |
|
The
Peaks and Valleys of Teacher Retention and Readiness
by Jean Miclette Are
there times in which teachers are more susceptible to leaving
their profession? |
|
A
Precarious Balance: How Can We Help Support New Teachers?
by Rebecca Hollander & Nell Scharff |
|
"Gimme
that school where everything's scripted!" by
Marika Paez |
|
Breaking
the Code: An Action Research Study of My Role as an Instructional
Facilitator
by Lara Goldstone (pdf file.
Need Adobe Acrobat?
Click here.) |
|
Improving
the Quality of Teaching by Penny Arnold |
|
Why
Do Bad Test Scores Happen to Good Students by Lisa
Peterson |
|
Building
Connectedness: One Strategy to Improve Academic, Social and
Emotional Learning by Kate Lewis |
|
Rising
to the Challenge of High Standard by Matt Wayne
|
High
School |
|
Tearing Down the Classroom Walls: Analyzing the Effects of Interdisciplinary Team Teaching by Nicole Mirra
Does interdisciplinary collaborative planning and teaching affect students’ critical thinking skills and teacher creativity? |
|
The
Henry Higgins High School Professional Learning Community: A
Systematic Approach to Learning for Students, Teachers, and
Our School by Denny Berry, Timothy Kane, and Jennifer
Knox
How has Higgins’ professional learning
community’s focus on the LOOP, our systematic approach
to learning, impacted learning for all as evidenced by high
stakes testing results and local assessments? |
|
Walkthrough
Supervision by Helen E. Gieske
How
does a policy of short, frequent visits by administrators affect
student achievement? |
|
Working
Collaboratively to Build a Learning Community by
Lorraine Caputo
How
effective are collaborative teaching models for student success?
|
|
All
in the Family? A Look at New Teachers, Veteran Teachers, and
the Environment at Howard High School of Technology
by Cary Brandenberger
Does
the state-mandated mentoring program help to retain new teachers?
|
|
Shared
Leadership: Effects on Teacher Practice, Professionalism, and
Power by Emily Sintz |
|
Making
Meaning through Written Response by Rosemary Barilla
and Karen Dreyfuss
With
great pressure on teachers to ensure that students perform well
on standardized tests, teachers must be able to understand how
different kinds of readers comprehend what they read. |
|
Implementing
Technology: A Study of the Effects of Teacher Training
and Student Outcomes by Jerry Swanitz and Chris
Mullin |
|
From
Theory to Practice: Making Networks Happen in Schools
by Sally Roderick |
|
Student
Discussions in the Social Studies Classroom: An Action Study
by Nora K. Flynn |
|
The
Queens Lesson Study by
Janet Price |