- Time is of the Essence
September 10, 2010
School improvement efforts in the U.S. should focus on rethinking the use of time.
- A Study of Arizona’s Teachers of English Language Learners
August 6, 2010
In this study a representative sample of 880 elementary and secondary teachers currently teaching in 33 schools across the state of Arizona were asked about their perceptions of how their ELL students were faring under current instructional policies for ELL students.
- Testing Goes to Preschool
June 17, 2010
Will state and federal testing programs advance the goal of school readiness for all children?
- Standardized Classroom Observations from PreK to Third Grade: A Mechanism for Improving Quality Classroom Experiences During the P-3 Years
June 14, 2010
The widespread and systematic use of standardized observation in classrooms from pre-kindergarten to third grade has the potential to address major shortcomings in educational services provided to young children.
- Doing the Critical Things First: An Aligned Approach to PreK and Early Elementary Math
June 8, 2010
This article is reprinted from the March/April 2007 issue of the Harvard Education Letter.
- Building a Science of Classrooms: Application of the CLASS Framework in Over 4,000 U.S. Early Childhood and Elementary Classrooms
June 7, 2010
In Building a Science of Classrooms, Hamre, Pianta, Mashburn, and Downer present a scientific framework to assess classroom quality from PreK through Third Grade.
- Classroom Quality and Time Allocation in Tulsa’s Early Childhood Programs
June 7, 2010
Phillips, Gormley, and Lowenstein compare and contrast characteristics of Tulsa UPK classrooms to a sample of state-funded PK classrooms in seven states in Classroom Quality and Time Allocation in Tulsa’s Early Childhood Programs.
- Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality
June 4, 2010
The final report of the National Early Childhood Accountability Task Force, Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality, recommends developing a comprehensive assessment system to improve child outcomes.