Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| ProQuest LLC | 2 |
| Center for the Study of Child… | 1 |
| National Center for Education… | 1 |
| Visions of Research in Music… | 1 |
| Wisconsin Center for… | 1 |
Author
| Ajayi, Eniola D. | 1 |
| Austin, Lea | 1 |
| Bell, Courtney | 1 |
| Forzani, Francesca | 1 |
| Glazer, Nancy | 1 |
| Iris Campbell | 1 |
| Kipnis, Fran | 1 |
| Liu, Shuangshuang | 1 |
| McCaffrey, Dan | 1 |
| Ming Luke | 1 |
| Phelps, Geoffrey | 1 |
| More ▼ | |
Publication Type
| Dissertations/Theses -… | 2 |
| Reports - Research | 2 |
| Journal Articles | 1 |
| Numerical/Quantitative Data | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 6 |
| Early Childhood Education | 3 |
| Primary Education | 3 |
| Elementary Secondary Education | 2 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Higher Education | 1 |
| Intermediate Grades | 1 |
| Kindergarten | 1 |
| More ▼ | |
Audience
Location
| New Jersey | 6 |
| Texas | 2 |
| Arkansas | 1 |
| California | 1 |
| Connecticut | 1 |
| Georgia | 1 |
| Illinois | 1 |
| Louisiana | 1 |
| Maryland | 1 |
| Michigan | 1 |
| Missouri | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkIris Campbell – ProQuest LLC, 2023
The purpose of the qualitative exploratory case study was to explore third through fifth-grade teachers' perceptions of how being provided with curriculum-based professional development could influence instructional techniques and skills in the classroom. Two research questions guided the study. The questions focused on third to fifth-grade…
Descriptors: Faculty Development, Elementary School Teachers, Grade 3, Grade 4
Download full textBell, Courtney; Phelps, Geoffrey; McCaffrey, Dan; Liu, Shuangshuang; Weren, Barbara; Glazer, Nancy; Forzani, Francesca – Wisconsin Center for Education Research, 2022
The recent turn toward core practices and practice-based teacher education has been accompanied by a growing literature on the definitions, pedagogies to teach, and assessments of core practices. Despite these developments, the field lacks core practices performance assessments designed to be used across course sections, courses, and subjects.…
Descriptors: Teacher Education, Educational Practices, Teaching Skills, Performance Based Assessment
Peer reviewedMing Luke – Visions of Research in Music Education, 2022
Straddling the role of conductor-teacher can be a daunting task for young artists. Providing space to hone both musical and pedagogical skills can lead to transformative moments for young conductor-teachers. As someone who experienced this complementary space first-hand, I can attest to the sustainable effects on one's teaching and artistry.…
Descriptors: Music, Music Education, Mentors, Singing
Kipnis, Fran; Whitebook, Marcy; Austin, Lea; Sakai, Laura – Center for the Study of Child Care Employment, 2013
The Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley, is assisting the New Jersey Council for Young Children (Council) in collecting and analyzing information about the state's early learning professional preparation and development system. The project consists of two phases: a Mapping Phase and a…
Descriptors: Early Childhood Education, Teacher Education Programs, Educational Quality, Academic Degrees
Ajayi, Eniola D. – ProQuest LLC, 2010
The purpose of this quasi-experimental study was to determine the impact of specific prereferral intervention strategies on the reduction of referrals to special education among identified 39 second-grade students from an elementary school in one public school district in New Jersey. A mixed research methodology incorporating quantitative and…
Descriptors: Prereferral Intervention, Observation, Rating Scales, Statistical Analysis
National Center for Education Evaluation and Regional Assistance, 2009
The No Child Left Behind (NCLB) Act provides support "to ensure that teachers have the necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach." Title II of the act allows funds to be used for "carrying out programs that establish, expand, or improve alternative routes for state…
Descriptors: Teacher Characteristics, Federal Legislation, Academic Achievement, Teaching Skills
