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Instruction and Learning

CPRE has repeatedly been selected to conduct external evaluations of local, state, and national reform initiatives implemented by leading organizations - including the Merck Institute for Science Education (Merck & Company), Inc., the National Center on Education and the Economy, the Annenberg Challenge, the Cincinnati Public Schools, and the Duval County Schools. In addition, CPRE examined the design, implementation, and effects of whole-school reform programs throughout the United States in the large-scale, mixed-method, longitudinal Study of Instructional Improvement (SII). This long-term study examined three of the most widely adopted whole-school reform programs in the United States - the Accelerated Schools Program, America's Choice, and Success for All. Below is a listing of CPRE research related to instruction and learning issues.

Products

A Longitudinal Study of the Impact of America's Choice on Student Performance in Rochester, New York, 1998-2003
A Randomized Evaluation of Ohio's Personalized Assessment Reporting System (PARS)
America's Choice Comprehensive School Reform Design: First-Year Implementation Evaluation Summary
An Analysis of the Effects of Children Achieving on Student Achievement in Philadelphia Elementary Schools
Assessment and Accountability Across the 50 States
Assessment and Accountability Systems in the 50 States: 1999-2000
Can Interim Assessments be Used for Instructional Change
Changing District Culture and Capacity: The Impact of the Merck Institute for Science Education Partnership
Civic Engagement and Urban School Improvement: Hard-to-Learn Lessons from Philadelphia
Clients, Consumers, or Collaborators? Parents and their Roles in School Reform During Children Achieving, 1995-2000
Conceptualizing School Leadership and Management from a Distributed Perspective
Contradictions and Control in Systemic Reform: The Ascendancy of the Central Office in Philadelphia Schools
Defining, Developing, and Using Curriculum Indicators
Developing Communities of Instructional Practice: Lessons from Cincinnati and Philadelphia
Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series
Diagnosis and Design for School Improvement: Using a Distributed Perspective to Lead and Manage Change
Diagnosis and Design for School Improvement: Using a Distributed Perspective to Lead and Manage Change
Expanding Access, Participation, and Success in International Baccalaureate Programmes: Year One Documentation Report
From Research to Practice and Back Again: TIMSS as a Tool for Educational Improvement
From Testing to Teaching: The Use of Interim Assessments in Classroom Instruction
Getting It Right: The MISE Approach to Professional Development
Growing School Networks for Instructional Improvement in Jordan, 2009-2010
Guide to AERA: Schedule of CPRE Sessions at the 2012 AERA Annual Meeting
High Hopes: How High Schools Respond to State Accountability Policies
How Principals and Peers Influence Teaching and Learning
Impact of America's Choice on Student Performance in Duval County, Florida
Implementation of the America's Choice Literacy Workshops
Instructional Leadership in a Standards-based Reform
Learning About Assessment: An Evaluation of a Ten-State Effort to Build Assessment Capacity in High Schools
Learning Progressions in Science: An Evidence-based Approach to Reform
Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction
Locating Interim Assessments Within Teachers' Assessment Practice
Mapping a Course for Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data to Guide Improvement
National Standards: Lessons from the Past, Directions for the Future
Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core
Planning Ahead: Making Program Implementation More Predictable
Powerful Ideas, Modest Gains: Five Years of Systemic Reform in Philadelphia Middle Schools
Redesigning Accountability Systems for Education (2004)
Rethinking the Finance System for Improved Student Achievement
Scaling Up Instructional Improvement Through Teacher Professional Development: Insights From the Local Systemic Change Initiative
School Improvement by Design: Lessons From a Study of Comprehensive School Reform Programs
School Leadership and Reform: Case Studies of Philadelphia Principals
School racial and ethnic composition and young children's cognitive development: Isolating family, neighborhood and school influences
Science Instruction in Newark Public Schools
Social Network Theory and Educational Change
State Policy and Classroom Performance: Mathematics Reform in California
State Strategies for Building Capacity: Addressing the Needs of Standards-based Reform
Teacher and Coach Implementation of Writers Workshop in America's Choice Schools, 2001 and 2002
Teacher learning and instructional change: How formal and on-the-job learning opportunities predict changes in elementary school teachers' instructional practice
The Distributed Leadership Studies: A Case Study of Research in and for School Practice
The District Role in Building Capacity: Four Strategies
The Heart of the Matter: The Coaching Model in America's Choice Schools
The Impact of America's Choice on Writing Performance in Georgia: First-Year Results
The Impact of America’s Choice on Student Performance
The Impact of Standards-based Reform in Duval County, Florida: 1999-2002
The Inquiry Based Science and Technology Education Program (IN-STEP): The Evaluation of the First Year
The Limits and Contradictions of Systemic Reform: The Philadelphia Story
The Merck Institute for Science Education: A Successful Intermediary for Education Reform
The Relationship Between Teacher Implementation of America's Choice and Student Learning in Plainfield, New Jersey
The Role of Learning Progressions in Standards-Based Education Reform
The Scope of Principal Efforts to Improve Instruction
The Use of Research Evidence in Instructional Improvement
What Large-scale, Survey Research Tells Us About Teacher Effects on Student Achievement: Insights from the Prospectus Study of Elementary Schools