The study investigated how well report card grades communicate to students and parents that state educational standards are being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report card grades and external assessment scores for 2006-09 for Ontario Canada. The information that…

This study examined the effects of peer coaching on mathematics teaching practices and teacher beliefs about their capacity to have an impact on student learning. Twelve teachers in grades 3 and 6 participated in a brief but intensive professional development program over six months. The program focused on effective mathematics teaching strategies…

Grade 6 teachers (N = 106) in one school district were randomly assigned to early or late professional development (PD) groups. The program focused on reform communication and incorporated principles of effective PD recommended by researchers, although the duration of the treatment was modest (one full day and four after school sessions over a…

Principals are held accountable for student achievement although most studies find that they have no direct effect on it. In this study we tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity. Path analysis of data from 205 elementary…

An instructional program based on expert-novice differences in experimental problem-solving performance was taught to grade six students (N=265). Performance was assessed with multiple-choice and open-ended measures of specific transfer. Between-group comparisons using pretest scores as covariate showed treatment condition students consistently…

This study examined the effects of self-evaluation on student performance in mathematics. Grade 5 and 6 students (N=300) were randomly assigned in intact classes to treatment and control groups. In both conditions a 2-week cooperative learning unit on probability was implemented. In the treatment condition, students received training in…

Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary…