One of the excluded middle schools was too new to
contribute outcome data, and four had inadequate records.
Not exact matches
For all
outcomes we have ordered studies in terms of weight, where a sufficient number of studies
contributed data, we have generated funnel plots.
«Current practices do not
contribute to scientific progress because the
data from the procedures are unsuitable for follow - up research to measure
outcomes.
Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension
outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot
data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot
data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will
contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).
Harris says that TFA corps members
contribute a commitment to
data,
outcomes and standards.
Keep the
data focused on just a few
data sets that offer information on how to
contribute to employee performance, school or district
outcomes, and most importantly, student achievement,» said Tony Davis, Ph.D., project consultant for McREL International and 28 - year veteran education who held roles as a teacher, assistant principal, principal and K - 12 human resources administrator.
The study (1) briefly describes the Collaborative Problem Solving (CPS) approach, (2) describes agency - wide implementation of CPS and the challenges this agency faced, (3) reports rates of S / R across two programs in which
data are available before and after adoption of CPS, and (4) presents an exploratory analysis of improved youth
outcomes that may support LeBel and Goldstein's assertion that reducing S / R
contributes to improved
outcomes through redistribution of staff time into therapeutic activities.
Establish an annual
outcomes report of evidence - based home visiting across the state that
contributes to
data - informed decision making at local, state and national levels.
The
data are particularly strong for programs that combine a parent support intervention with direct educational services for children, and there is some evidence that both components
contribute to improved
outcomes for children.
This
data set allowed us to address longitudinal research questions, employ a comparison group, expand sexual distress
outcomes beyond frequency and specific sexual symptoms (e.g., ED), and consider a broad array of
contributing factors because it includes a myriad of physical, social, emotional, and contextual variables.