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Impact Evaluation of "UNISON": "U"plifting "N"on-Cognitive Skills and "I"nnovation through "S"tudent "O"pportunity "N"etworks
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Page, Melissa; Stevenson, Olivia; Saylor, Judy – Grantee Submission, 2019
"UNISON" was an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education to Take Stock in Children (TSIC), a state-wide, 501(c)(3) non-profit, private-public partnership in Florida. UNISON provided a whole school mentoring approach and focused on developing students'…
Descriptors: Program Evaluation, Grants, Educational Innovation, Mentors
NW BOCES's System for Educator Effectiveness Development (SEED) Project: Final Evaluation Report
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Ho, Hsiang-Yeh – McREL International, 2020
Purpose: In January 2015, the Northwest Board of Cooperative Educational Services (NW BOCES) received a five-year Investing in Innovation (i3) grant to develop and implement the System for Educator Effectiveness Development (SEED) program--an innovative professional development (PD) system designed to provide geographically isolated educators an…
Descriptors: Teacher Effectiveness, Program Descriptions, Faculty Development, Grants
An Evaluation of the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO) i3 Evaluation (Valid 45) Final Report
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Wolf, Rebecca; Cook, Michael; Reid, Alan; Neitzel, Amanda; Ross, Steven; Risman, Kelsey – Grantee Submission, 2021
The purpose of this study was to evaluate the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO) validation project (Valid 45). LISTO was funded by the Investing in Innovation (i3) Fund and involved a multi-year intervention that provided virtual professional development and coaching, and literacy-infused science curricula to…
Descriptors: Grade 5, Science Teachers, Rural Schools, Elementary School Teachers
Exploring the Causal Impact of the McREL Balanced Leadership Program on Leadership, Principal Efficacy, Instructional Climate, Educator Turnover, and Student Achievement
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Jacob, Robin; Goddard, Roger; Kim, Minjung; Miller, Robert; Goddard, Yvonne – Educational Evaluation and Policy Analysis, 2015
This study uses a randomized design to assess the impact of the Balanced Leadership program on principal leadership, instructional climate, principal efficacy, staff turnover, and student achievement in a sample of rural northern Michigan schools. Participating principals report feeling more efficacious, using more effective leadership practices,…
Descriptors: Leadership Training, Principals, Self Efficacy, Administrator Effectiveness
The Impact of the "Enhancing Missouri's Instructional Networked Teaching Strategies" (eMINTS) Program on Student Achievement, 21st-Century Skills, and Academic Engagement--Second-Year Results
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Meyers, Coby; Molefe, Ayrin; Brandt, Chris – Society for Research on Educational Effectiveness, 2015
Despite years of implementing standards-based accountability systems, many teachers today lack the necessary preparation to develop standards-based instructional strategies and to inform decisions utilizing student assessments. The eMINTS ("Enhancing Missouri's Instructional Networked Teaching Strategies") National Center at the…
Descriptors: Accountability, Educational Strategies, Educational Technology, Professional Development
The Building Assets-Reducing Risks Program: Replication and Expansion of an Effective Strategy to Turn Around Low-Achieving Schools. i3 Development Grant. Final Report
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Corsello, Maryann; Sharma, Anu – Grantee Submission, 2015
The Building Assets Reducing Risks (BARR) Model BARR is a comprehensive model that addresses the challenges that are part of the 9th grade transition year. BARR employs eight different school-wide and individual strategies that are built on positive relationships and ongoing monitoring of student data. In 2010, BARR received an Investing in…
Descriptors: School Turnaround, Models, Grade 9, High Schools