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Vivian C. Wong
Practice-Based, Online Modules for Expediting Teacher Skill Development
Julie Cohen, Nathan Jones, Vivian C. Wong, Alexa Quinn, Steffen Erickson, Hallie Parten, Marissa Pilger Suhr.Topics: Teacher and Leader DevelopmentThe time available for preservice teacher education is increasingly limited. Teacher preparation programs must find innovative ways to develop teachers’ skills within contracted timeframes. One approach is to cover content with online modules. However, most modules teach about skills but do not… more →
Correspondence Measures for Assessing Replication Success
Topics: MethodsTags: EfficacyGiven recent evidence challenging the replicability of results in the social and behavioral sciences, critical questions have been raised about appropriate measures for determining replication success in comparing effect estimates across studies. At issue is the fact that… more →
Institutions: University of Maryland, College Park, University of VirginiaExperimental Evidence on the Robustness of Coaching Supports in Teacher Education
Topics: Teacher and Leader DevelopmentMany novice teachers learn to teach “on-the-job,” leading to burnout and attrition among teachers and negative outcomes for students in the long term. Pre-service teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways for… more →
Institutions: University of VirginiaDesign-Based Approaches to Causal Replication Studies
Topics: MethodsTags:Recent interest to promote and support replication efforts assume that there is well-established methodological guidance for designing and implementing these studies. However, no such consensus exists in the methodology literature. This article addresses these challenges by describing design… more →
Institutions: University of Virginia, University of MarylandUsing Semantic Similarity to Assess Adherence and Replicability of Intervention Delivery
Topics: MethodsTags: Instructional coaching, EfficacyResearchers are rarely satisfied to learn only whether an intervention works, they also want to understand why and under what circumstances interventions produce their intended effects. These questions have led to increasing calls for implementation research to be… more →
Institutions: University of VirginiaThe Effects of Full-day Pre-kindergarten: Experimental Evidence of Impacts on Children’s School Readiness
This study is a randomized control trial of full- versus half-day pre-kindergarten in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (four days/week) or full-day (five days/week) pre-k that increased class time by over 600 hours. The… more →
Institutions: University of Colorado Boulder, University of Virginia