For Other Professionals
e-mail
print
shareSort by: | Date | Title |
Display: Summaries | Titles only
By: Texas Education Agency (1996)
Research-based reading instruction allows children opportunities to both understand the building blocks and expand their use of language, oral and written. These opportunities are illustrated by classroom activities in these twelve components of reading instruction for grades one through three.
By: Thomas Toch and Robert Rothman (2008)
Comprehensive methods of evaluating teachers that avoid the typical "drive-by" evaluations can promote improvements in teaching.
By: The Center for Comprehensive School Reform and Improvement (2006)
What are the factors that can improve school districts? This research brief from the Center for Comprehensive School Reform and Improvement reviewed more than 80 research articles that investigated the attributes of schools and districts that have improved over time and found 13 themes or characteristics common to them.
By: Mark Stricherz (2001)
The National Association for Elementary School Principals has released a booklet on what principals should know and be able to do. Learn about their recommendations, including a focus on instructional leadership and six steps to raise test scores.
By: The Center for Comprehensive School Reform and Improvement (2005)
Research shows that parent involvement can improve students' behavior, attendance, and achievement. But how can schools foster high-quality, successful parent involvement? The Center for Comprehensive School Reform and Improvement offers some research-based advice and resources to help.
By: Lucy Steiner and Julie Kowal (2007)
Many school districts have adopted instructional coaching as a model for teachers' professional development. This brief offers guidance on how school leaders can tailor the most promising coaching strategies to the needs of their schools.
By: Linda Butler (2000)
The NICHD Early Interventions Project was designed to increase reading achievement in nine low-performing schools in the District of Columbia. This article describes the experience of one researcher working with these schools, and makes recommendations for policymakers and administrators.
By: National Summer Learning Association (2004)
Research demonstrates that all students experience significant learning losses in procedural and factual knowledge during the summer months.
By: Lucy Steiner and Julie Kowal (2005)
Research shows that effective school leaders focus on improving classroom instruction, not just managerial tasks. A natural way for school leaders to take on the role of instructional leader is to serve as a "chief" coach for teachers by designing and supporting strong classroom level instructional coaching. Here's how to selecting a coaching approach that meets the particular needs of a school and how to implement and sustain the effort.
By: Learning First Alliance (2000)
For teachers to help more children learn to read, their own learning must be a valued and integral part of their work. Here are guidelines for the conditions for and content of effective professional development in reading.
By: The Center for Comprehensive School Reform and Improvement (2005)
The most influential educational leaders are the principal and superintendent, and their leadership is inextricably linked to student performance. This article looks at the basics of good leadership and offers practical suggestions.
By: International Reading Association (2000)
Because reading specialists have advanced degrees in reading, they are in a position to prevent reading failure at their schools. This position statement describes the roles reading specialists can play in instruction, assessment, and school leadership.
By: Craig D. Jerald (2006)
Walk into any truly excellent school and you can feel it almost immediately — a calm, orderly atmosphere that hums with an exciting, vibrant sense of purposefulness. This is a positive school culture, the kind that improves educational outcomes.
- For older articles, see the Principals Archives >
