The purpose of this qualitative study is to explore the perceptions and practices of teachers providing effective feedback for early elementary-aged English Learners during reading instruction. The participants in this study were 9 elementary teachers who had English Learners in their class during reading instruction, from suburban school…

This is a mixed methods study that explored instructional reading strategies that were used by kindergarten, first-, and second-grade teachers who met and/or exceeded expected growth in EVAAS from 2017-2019. Research by John Hattie, Douglas Fisher, Nancy Frey, and Robert Marzano are included in the literature review of this study. Data were…

The purpose of this mixed methods study was to determine if there was a correlation between the Technological Pedagogical Content Knowledge (TPACK) rating of teachers and the frequency of technology use in the classroom. Furthermore, the study identified the types of Internet-based applications used in primary classrooms and teachers' perception…

Value-added assessment methods have been criticized by researchers and policy makers for a number of reasons. One issue includes the sensitivity of model results across different outcome measures. This study examined the utility of incorporating multivariate latent variable approaches within a traditional value-added framework. We evaluated the…

The purpose of this report is to explore the content-related validity evidence supporting the English language arts (ELA) components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th-grade teacher licensure assessment. To establish the content knowledge required for the effective…

This report draws from decades of experience using observation in early childhood education, which has implications for administrative decisions, evaluation practices, and policymaking in K-12. Early childhood education has long embraced the value of observing classrooms and teacher-child interactions. In early childhood education the features of…

The levels and growth achievement functions make extreme and diametrically opposed assumptions about the rate at which teacher inputs persist. I first show that if these assumptions are incorrect, teacher value-added estimates can be significantly biased. I then develop a tractable, cumulative model of student achievement that allows for the joint…

The purpose of this report is to explore the content-related validity evidence supporting the mathematics components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of…

The purpose of the research is to evaluate pre-­service preschool teachers' knowledge about environment by analyzing their drawings about it. 70 first grade, 99 second grade, 56 third grade and 44 fourth grade, with a total of 269 students have been evaluated in this research. This qualitative research was made with social structuralism vision.…

In this paper, we report on 2 studies developing, testing, and using an observation tool for measuring primary literacy instruction, the Developing Language and Literacy Teaching (DLLT) rubrics. In Study 1 (an instrumentation study), we show that the DLLT has a high level of internal consistency, that there are high levels of inter-rater…

Teacher judgments about students' academic abilities are important for instructional decision making and potential special education entitlement decisions. However, the small number of studies evaluating teachers' judgments are limited methodologically (e.g., sample size, procedural sophistication) and have yet to answer important questions…

Evidence from this Spring 2012 pilot suggests feedback about AISD teachers can be reliably obtained from students at all grade levels, and that such feedback can provide a valid supplemental measure of teacher quality to accompany additional indicators.

This study examined whether having a teacher who chose an alternate route to certification (AC) rather than a teacher who chose a traditional certification route (TC) affects the reading and math achievement of elementary school students. The study included about 2,600 kindergarten through fifth-grade students and their 174 teachers. These…

The purpose of my study was to determine if there are any differences in performance measures of student teachers with varying levels of participation in professional development schools. The population in my study was the 2002 through the spring of 2006 kindergarten through 6th-grade student teachers from a small, private postsecondary…

The research reported in this paper is focused directly on assessing the validity of the "Teaching Knowledge about Reading and Reading Practices" (TKRRP) assessment. Following the recommendations of the Standards for Educational and Psychological Testing (APA/AERA, 1999), the authors see validation as a process of constructing an…