This study examined the relationship between the structural classroom environment (self-contained, team-taught, and departmentalized) and student performance on the 2014 Georgia Criterion-Referenced Competency Test (CRCT) in reading, Language Arts, mathematics, science, and social studies in grades three through five. A secondary purpose examined…

During the 2015-16 academic year, Georgia's Department of Early Care and Learning (DECAL) piloted three professional development models for Georgia's Pre-K teachers. All three models focused on the Instructional Support domain of the Classroom Assessment Scoring System™ (CLASS; Pianta, La Paro, & Hamre, 2008) and used resources developed by…

A workable plan to help social studies teachers develop the competencies they will need to teach students to read social studies materials in grades K through 12 is provided in this document. A directed reading lesson is included which suggests practical techniques for improving reading skills. A unit sample and some suggested techniques for…

In a small secondary school in rural Georgia, this study sought to identify sample classrooms perceived by students and teachers as varying substantially in environmental robustness and to observe these classrooms to describe and contrast their structural features. Identified characteristics of high- and low-robustness classrooms are listed and…

A pilot study was conducted to determine the practices and perceived needs for inservice education of reading teachers in Georgia. A questionnaire was sent to individuals responsible for overseeing the reading programs for grades one through eight in 52 Georgia school systems; 37 returned it. Analysis of their responses indicated a need for…