Author: klgrant2

Authors: Timothy Grant and Mitchell J. Nathan August 2008, 22 pp. Abstract: Confidence intervals are an attractive means of conveying experimental results, as they contain a considerable amount of information in a concise format. This paper examines two competing metaphors for confidence intervals — as revealed in students’ speech and gestures during interviews — for …

Author: Anthony Milanowski June 2008, 31 pp. Abstract: Discussions about teacher pay in comparison to pay in other occupations have used a variety of bases to identify comparable occupations, ranging from educational level to tested literacy level. This paper reports on the results of a study using information from the U.S. Department of Labor’s O*NET …

Authors: Matthew Clifford and Susan B. Millar, with Zachary Smith, Matthew Hora, Laura DeLima June 2008, 22 pp. Abstract: Federal programs, such as the National Science Foundation’s Math and Science Partnership program, are promoting partnerships between K–12 school districts and higher education institutions (K–20 partnerships) in hopes of fostering greater alignment and cooperation among participating …

Authors: H. Gary Cook, Tim Boals, Carsten Wilmes, and Martín Santos April 2008, 41 pp. Abstract: Title III of the No Child Left Behind Act of 2001 (NCLB) requires state education agencies to develop progress and attainment benchmarks for school districts, called annual measurable achievement objectives (AMAOs), for English language learners (ELLs). AMAOs must be …

Authors: Eric M. Camburn and Seong Won Han February 2008, 37 pp. Abstract: Given the vitally important role of instruction in student learning, valid, generalizable evidence is needed by policymakers, researchers, and practitioners. Surveys are commonly used to measure instruction in education research, and surveys administered to probability samples can directly yield generalizable evidence. This …

Authors: Matthew Clifford and Susan Millar December 2007, 35 pp. Abstract: School districts and institutions of higher education (IHEs) have historically attempted to improve K–12 instructional quality and student performance in relative isolation from each other, and with limited success. Recent calls to improve preservice teacher education have prompted policymakers and others to rethink models …

Authors: Jana Bouwma-Gearhart, Susan Millar, Shihmei Barger, Mark Connolly October 2007, 40 pp. Abstract: Teaching-related professional development (TPD) projects aimed at aspiring college/university educators (ACEs) have emerged in the U.S. in the last decade, partially in response to calls for colleges and universities to play a more prominent role in improving science, technology, engineering, and …

Authors: Matthew T. Hora and Susan B. Millar September 2007, 66 pp. Abstract: This report of the National Science Foundation–funded SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the California State University, Northridge (CSUN). This interview-based study (N = 19) includes a descriptive analysis of …

Authors: Jeffrey L. Lewis, Eunhee Kim, Angel Gullón-Rivera, Lauren Woods September 2007, 26 pp. Abstract: We still have much to learn about how effective teachers promote positive social and academic behaviors in urban African American children. Through an analysis of videotaped data from two successful after-school programs, we introduce solidarity in community as a framework …

Authors: James G. Benson and Geoffrey D. Borman August 2007, 49 pp. Abstract: Researchers have disagreed about the extent to which differences in achievement based on socioeconomic status (SES) accumulate during the school year as compared to the summer, and the literature has not fully assessed the contributions of social contexts — in the form …