Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Author
| Gersten, Russell | 3 |
| Jayanthi, Madhavi | 2 |
| Newman-Gonchar, Rebecca | 2 |
| Anderson, Daniel | 1 |
| Baker, Scott K. | 1 |
| Dimino, Joe | 1 |
| Graves, Anne W. | 1 |
| Haager, Diane | 1 |
| Spallone, Samantha | 1 |
| Taylor, Mary Jo | 1 |
Publication Type
| Reports - Evaluative | 2 |
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Grade 1 | 3 |
| Elementary Education | 2 |
| Early Childhood Education | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Location
| California | 1 |
| Georgia | 1 |
| Pennsylvania | 1 |
| Virginia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textGersten, Russell; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Anderson, Daniel; Spallone, Samantha; Taylor, Mary Jo – Regional Educational Laboratory Southeast, 2020
Several school districts in Georgia use two teacher-administered diagnostic assessments of student knowledge of mathematics as part of their multi-tiered system of support in grades K-8: the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of…
Descriptors: Mathematics Tests, Diagnostic Tests, Test Reliability, Test Validity
Gersten, Russell; Dimino, Joe; Jayanthi, Madhavi; Newman-Gonchar, Rebecca – Society for Research on Educational Effectiveness, 2009
The purpose of this professional development study was to examine the impact of Teacher Study Groups on the teacher practice, teacher knowledge, and student outcomes, specifically in the areas of reading comprehension and vocabulary. The multi-site study was conducted in three large urban school districts from three states: California (CA),…
Descriptors: Urban Schools, Reading Comprehension, Teacher Characteristics, Vocabulary
Direct linkGersten, Russell; Baker, Scott K.; Haager, Diane; Graves, Anne W. – Remedial & Special Education, 2005
The first portion of this article describes the development and validation of a classroom observation measure. The goal of the measure was to assess the quality of reading instruction provided to first-grade English learners. We report the internal consistency reliability, interrater reliability, the development of empirically derived subscales,…
Descriptors: Second Language Learning, English (Second Language), Reading Instruction, Teacher Effectiveness
