WorldCat Identities

United States Office of Educational Research and Improvement Office of Research

Overview
Works: 100 works in 189 publications in 1 language and 16,521 library holdings
Genres: Periodicals  Longitudinal studies  Conference papers and proceedings  Abstracts  Examinations 
Roles: Other
Publication Timeline
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Most widely held works by United States
Meeting goal 3 : how well are we doing?( )

3 editions published in 1992 in English and held by 738 WorldCat member libraries worldwide

"Meeting Goal 3: How Well Are We Doing?" is the title of the October 1992 issue of the "Research Report" series, provided by the Office of Research within the Office of Educational Research and Improvement (OERI) of the U.S. Department of Education. Goal 3 of the six National Education Goals adopted in 1990 pertains to student achievement and citizenship. This report examines the achievements of students aged either 9 or 17 in the the areas of math, reading, and science and offers recommendations for improvement
Women at thirtysomething : paradoxes of attainment by Clifford Adelman( Book )

2 editions published in 1991 in English and held by 541 WorldCat member libraries worldwide

Advances in education research( )

in English and held by 467 WorldCat member libraries worldwide

The way we are : the community college as American thermometer by Clifford Adelman( Book )

3 editions published in 1992 in English and held by 457 WorldCat member libraries worldwide

Issues of curriculum reform in science, mathematics, and higher order thinking across the disciplines( Book )

2 editions published in 1994 in English and held by 414 WorldCat member libraries worldwide

Using technology to support education reform by Barbara Means( Book )

3 editions published in 1993 in English and held by 405 WorldCat member libraries worldwide

Many critics of American education see technology as an important tool in bringing about the kind of revolutionary changes called for in new reform efforts. Consequently, support for the use of technology to promote fundamental reform appears to be reaching a new high. Following an introduction describing elements of school reform, Chapter 2 describes how technology can support the kinds of student learning described in a model of reform presented in Chapter 1. Chapter 3 describes the ways that technology can support student learning as defined by education reformers, and Chapter 4 describes ways in which technology can support teacher efforts to promote student learning. Chapter 5 reviews the literature on the effects of technology on student learning outcomes. The final chapter deals with issues of implementation for projects attempting education reform supported by technology. Three tables and two figures summarize information about technology and reform. (Contains 192 references.) (SLD)
Military cutbacks and the expanding role of education( )

3 editions published in 1992 in English and held by 370 WorldCat member libraries worldwide

Toward a new science of instruction by Kate Maloy( Book )

3 editions published in 1993 in English and held by 359 WorldCat member libraries worldwide

This resource describes projects undertaken at the National Research Center on Student Learning from 1985 to 1990 that examine reasoning and learning processes in mathematics, science, social science, and the comprehension of texts
The Beginning reading instruction study by Marcy Stein( Book )

2 editions published in 1993 in English and held by 346 WorldCat member libraries worldwide

Calling attention to the continuum of approaches reflected in beginning reading programs, this report presents content and cost analyses for over 50 beginning reading programs. The first of the report's five chapters is an introduction. The second chapter begins with a brief description of the major issues in the area of beginning reading and concludes with a summary of important research-based recommendations for instruction. The third chapter outlines the evaluation criteria for a content analysis of the programs and provides operational definitions of evaluation criteria. The chapter concludes with an analysis of the extent to which over 50 instructional programs and approaches reflect research in beginning reading. The fourth chapter presents a cost analysis of each program evaluated and a description of how the cost analysis was determined. The final chapter contains some conclusions and cautions about selecting and designing effective reading instructional programs. (RS)
Strategies to reduce student misbehavior( Book )

4 editions published in 1989 in English and held by 341 WorldCat member libraries worldwide

Arts education research agenda for the future by Inc., Washington, Dc Pelavin Associates( Book )

2 editions published in 1994 in English and held by 339 WorldCat member libraries worldwide

This document presents the arts education research agenda that emerged from a national conference on arts education. The conference was attended by key researchers in each of the arts education disciplines, arts educators, artists and artist teachers, representatives of arts institutions and organizations, and persons from groups and organizations that influence the priorities, development, and conduct of research efforts. The goals of the agenda are: (1) to focus the attention of arts educators, researchers, and the broader community on basic issues in arts education that can improve teaching and learning in the arts; (2) to identify what arts educators view as priorities, given limited resources; (3) to provide a conceptual framework and overall philosophy for inquiry in the field of arts education, as other disciplines are doing with their respective research agendas; and (4) to connect theory and practice, and to make research an agent of improvement in teaching and learning. The agenda was developed to articulate the many unanswered questions in three main areas of arts education: (1) curriculum and instruction; (2) assessment and evaluation; and (3) teacher education and preparation. The document consists of five parts plus notes, a bibliography, and an appendix of conference participants. The first section is an introduction of this field generated document, discussing trends in U.S. education that influence arts education. The second chapter on curriculum and instruction discusses what should be taught and how. The third chapter is on assessment, and the fourth on teacher education and preparation. The last chapter is on continued collaboration. (Dk)
Academic dishonesty among college students by Sheilah Maramark( Book )

2 editions published in 1993 in English and held by 339 WorldCat member libraries worldwide

Field Initiated Studies Program, abstracts of funded projects( )

in English and held by 335 WorldCat member libraries worldwide

State of the art : transforming ideas for teaching and learning to read by Anne P Sweet( Book )

2 editions published in 1993 in English and held by 331 WorldCat member libraries worldwide

Papers presented at the Design Conference for the National Assessment of Vocational Education : Washington, D.C., March 13-15, 1991 by Design Conference for the National Assessment of Vocational Education( Book )

2 editions published in 1992 in English and held by 326 WorldCat member libraries worldwide

The impact of children's education : television's influence on cognitive development by Daniel R Anderson( Book )

8 editions published between 1988 and 1990 in English and held by 323 WorldCat member libraries worldwide

Signs & traces : model indicators of college student learning in the disciplines( Book )

3 editions published in 1989 in English and held by 320 WorldCat member libraries worldwide

This report examines possible national indicators for learning outcomes in the individual disciplines of higher education. It consists of versions of five project final reports, each underscoring a distinct approach to developing a model in the context of a specific discipline. Each model applies, however, to several similar disciplines. Stressed in all the models are creative approaches to student assessment which include both criterion-referenced and norm-referenced information. Papers have the following titles and authors: "Models for Developing Computer-Based Indicators of College Student Learning in Computer Science" (Jerilee Grandy); "a Model for Assessing Undergraduate Learning in Mechanical Engineering" (Jonathan Warren); "Model Indicators of Student Learning in Undergraduate Biology" (Gary Peterson and Patricia Hayward); "a Study of Indicators of College Student Learning in Physics" (James Terwilliger, J. Woods Halley, and Patricia Heller); "Model Indicators of Undergraduate Learning in Chemistry" (George Bodner). Papers are followed by references, and appendixes, which detail model recommendations and criteria. (Db)
Cooperative Learning by Stephen Balkcom( )

3 editions published in 1992 in English and Undetermined and held by 316 WorldCat member libraries worldwide

Cooperative learning is a teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Typical cooperative learning strategies used in grades 2 through 12 involve student teams in which students: (1) work on group projects that emphasize analysis and evaluation; (2) study together what has been previously taught, and are later tested individually; and (3) learn about specific parts of a general topic assigned to the group. Programs profiled in this document focus on mathematics instruction for grades 3 through 6; reading, writing, and language arts instruction for grades 2 through 6; reading, writing, and math instruction for kindergarten through grade 5; and science and math instruction for bilingual Spanish-English students in grades 2 through 5. Contact information is included in the profiles. It is noted that outcomes of cooperative learning, which are demonstrated in more than 70 research studies, include increased academic achievement; improved relations among students of different ethnic groups; and improved relationships between students with learning disabilities and other students. A list of four resources for further information on cooperative learning is provided. (Bc)
Price and quality in higher education by Jeffrey L Gilmore( Book )

4 editions published in 1991 in English and held by 300 WorldCat member libraries worldwide

The current operation of the Chapter 1 Program : final report from the national assessment of Chapter 1( Book )

3 editions published in 1987 in English and held by 297 WorldCat member libraries worldwide

This final report is part of a national assessment on the Chapter 1 Compensatory education program. The assessment, which began in 1984, includes national data through 1987. The topics covered in the report are the following: (1) program framework; (2) findings and implications of the national assessment; (3) distribution, character, and selection of the schools and students; (4) overview of services; (5) effective educational practices in Chapter 1 programs; (6) relationship between Chapter 1 and the regular school program; (7) Chapter 1 in the school setting; (8) services to private school students; (9) effects of new Chapter 1 standards for local procedures; (10) effects of reduced application and reporting requirements; (11) organization and staffing of Chapter 1 programs; (12) state and federal oversite and assistance activities; (13) state and local administrative burden; (14) legislative options; and (15) options for policymakers. Four appendices include: (1) Congressional Mandate and Index of Issues; (2) National Assessment of Chapter 1 surveys and studies; (3) Administrative History and Status; and (4) Description of School and District survey samples, standard error calculation and significance Tests. (Vm)
 
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Alternative Names
National Center for Education Statistics. Office of Research

Languages
English (67)