Zobrazeno 1 - 10
of 33
pro vyhledávání: '"Jennifer Lin Russell"'
Publikováno v:
AERA Open, Vol 3 (2017)
We argue that large-scale, standards-based improvements in the teaching and learning of mathematics necessitate advances in our theories regarding how teaching affects student learning and progress in how we measure instruction. Our theory—an embod
Externí odkaz:
https://doaj.org/article/2ab78027760547ee8c7713c3214d1bf3
Autor:
Jennifer Lin Russell, Laura E. Bray
Publikováno v:
Education Policy Analysis Archives, Vol 21, Iss 0 (2013)
Federal special education and accountability policies requires that educators individualize instruction for students with disabilities, while simultaneously ensuring that the vast majority of these students meet age-based grade-level standards and as
Externí odkaz:
https://doaj.org/article/97a3d065fc7540ab828a6bd046edbc81
Publikováno v:
Journal of Mathematics Teacher Education. 25:321-346
The past decade has witnessed a strong, standards-based call for improving what mathematics is taught and how it is taught. In the USA, districts have hired instructional coaches to help teachers shift their teaching from algorithm-based instruction
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e8368d399a609fbaa206bba838a08b43
https://doi.org/10.1007/s10857-021-09492-6
https://doi.org/10.1007/s10857-021-09492-6
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 122:1-40
Background/Context The literature shows that one constant in coaching is the high degree of variation in coach roles and contexts, suggesting that understanding coaching practice requires that we also understand the role structures and organizational
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::62bb160459c1f26abb9168432ed8a5e9
https://doi.org/10.1177/016146812012201002
https://doi.org/10.1177/016146812012201002
Autor:
Richard Correnti, Victoria Bill, Laurie Speranzo, Ally Thomas, Mary Kay Stein, Jennifer Lin Russell
Publikováno v:
Educational Evaluation and Policy Analysis. 42:439-466
Rigorous college-and-career readiness standards require significant shifts in typical mathematics instruction. Many schools and districts employ coaches to support instructional changes. Although there is evidence that coaching programs can support t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c10293d35ce5e550c4360166090bf4aa
https://doi.org/10.3102/0162373720940699
https://doi.org/10.3102/0162373720940699
Publikováno v:
American Educational Research Journal. 57:535-575
School organization is a key driver for meaningful inclusion for students with disabilities. While there are promising examples of how schools organize for inclusion with intensive technical assistance, little is known about how high schools organize
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3557e06a3fc029084a5a4e7e0389fec0
https://doi.org/10.3102/0002831219859307
https://doi.org/10.3102/0002831219859307
Autor:
Nathaniel Schwartz, Mary Kay Stein, Richard Correnti, Nicole Roberts Pratt, Laura Neergaard Booker, Chris Matthis, Maggie Hannan, Jennifer Lin Russell, Victoria Bill
Publikováno v:
American Educational Research Journal. 57:148-187
Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::35d90d9956c855bfc3483f0aad31cc18
https://doi.org/10.3102/0002831219854050
https://doi.org/10.3102/0002831219854050
Publikováno v:
Multidisciplinary Approaches to Art Learning and Creativity
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2343933eb446e45784f538fdb827230
https://doi.org/10.4324/9781351114035-14
https://doi.org/10.4324/9781351114035-14
Autor:
Laura E. Bray, Jennifer Lin Russell
Publikováno v:
Educational Evaluation and Policy Analysis. 40:243-266
In this qualitative comparative case study, we drew from institutional theory and cultural historical activity theory to explore how educators wrote, used, and conceptualized the role of Individualized Education Programs (IEPs) for students with spec
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::69a85e69bcb9042852d9377fdb727019
https://doi.org/10.3102/0162373718756189
https://doi.org/10.3102/0162373718756189
The Foundational Handbook on Improvement Research in Education is a pathbreaking effort to build a field of research committed to producing the practical knowledge needed to advance educational access, quality, and equity. This is research distinguis