Legality of Cannabis by U.S. Jurisdiction

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In 2005, the [[Institute of Education Sciences]], National Center for Education Research funded the development of three teacher professional development courses in the Understanding Science series that address challenging physical science and earth science topics: heat and energy, plate tectonics, and climate and weather.<ref>http://ies.ed.gov/funding/grantsearch/details.asp?ID=522</ref> This development grant includes three small, randomized controlled studies to assess the potential efficacy of each of these courses separately to improve teacher content knowledge and student learning, and the reduction of the science achievement gap between English learners and English-proficient speakers. A fourth study will assess the potential efficacy of the entire sequence of courses on teacher knowledge and student science achievement. In 2009 the [[Institute of Education Sciences]] funded a [[Cluster randomised controlled trial|randomized-cluster]] experimental design study, Impact of the Understanding Science Professional Development Model on Science Achievement of English Language Learner Students, to evaluate the effects of WestEd's Understanding Science model of professional development &mdash; an approach that emphasizes inquiry-based instruction practices that depend less on English proficiency, textbook knowledge, and direct instruction &mdash; on student achievement in science, especially English language learner students.<ref>http://ies.ed.gov/ncee/edlabs/projects/rct_87.asp</ref> The [[National Science Foundation]] has funded a large-scale study, Learning Science for Teaching: Effects of Content-Rich and Practice-Based Professional Development Models on Teacher Content Knowledge, Classroom Practice, and Student Learning, examining the effects of promising professional development models on teachers, classrooms, and students.<ref>http://cse.edc.org/tpc/projects/default.asp</ref><ref>http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=12785&org=EHR&from=fund</ref>
In 2005, the [[Institute of Education Sciences]], National Center for Education Research funded the development of three teacher professional development courses in the Understanding Science series that address challenging physical science and earth science topics: heat and energy, plate tectonics, and climate and weather.<ref>http://ies.ed.gov/funding/grantsearch/details.asp?ID=522</ref> This development grant includes three small, randomized controlled studies to assess the potential efficacy of each of these courses separately to improve teacher content knowledge and student learning, and the reduction of the science achievement gap between English learners and English-proficient speakers. A fourth study will assess the potential efficacy of the entire sequence of courses on teacher knowledge and student science achievement. In 2009 the [[Institute of Education Sciences]] funded a [[Cluster randomised controlled trial|randomized-cluster]] experimental design study, Impact of the Understanding Science Professional Development Model on Science Achievement of English Language Learner Students, to evaluate the effects of WestEd's Understanding Science model of professional development &mdash; an approach that emphasizes inquiry-based instruction practices that depend less on English proficiency, textbook knowledge, and direct instruction &mdash; on student achievement in science, especially English language learner students.<ref>http://ies.ed.gov/ncee/edlabs/projects/rct_87.asp</ref> The [[National Science Foundation]] has funded a large-scale study, Learning Science for Teaching: Effects of Content-Rich and Practice-Based Professional Development Models on Teacher Content Knowledge, Classroom Practice, and Student Learning, examining the effects of promising professional development models on teachers, classrooms, and students.<ref>http://cse.edc.org/tpc/projects/default.asp</ref><ref>http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=12785&org=EHR&from=fund</ref>

==Literacy==
===Reading Apprenticeship===
WestEd's Reading Apprenticeship program is a research-based instructional framework that improves the teaching effectiveness of content-area middle and high school teachers, literacy coaches, and teacher educators.<ref>http://www.wested.org/cs/sli/print/docs/sli/home.htm</ref> The approach helps adolescent students become more confident, engaged, and strategic readers.<ref>R. Schoenbach and C. Greenleaf, "Fostering Adolescents' Engaged Academic Literacy." In L. Christenbury, R. Bomer, and P. Smagorinsky (2009). New York: The Guilford Press. ISBN 978-1-59385-829-2</ref><ref>C. Litman and C. Greenleaf, "Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reading in an Introduction to Chemistry Class." In K. Hinchman and H. Sheridan-Thomas (2008). Best Practices in Adolescent Literacy Instruction. New York: The Guilford Press. ISBN 978-1-59385-692-2</ref>

In 2010, WestEd received a federal Investing in Innovation (i3) grant to address the persistent academic achievement gaps in the nation's high schools by scaling up the Reading Apprenticeship model of academic literacy instruction. This collaborative effort is providing research-based, discipline-focused professional development to 2,800 high school of biology, U.S. history, and English language arts; and is reaching more than 400,000 students in 300 schools.

The first Reading Apprenticeship study was conducted in 1996-1997 in one San Francisco public high school. Students gained an average of two years growth in seven months of instruction measured on a standardized reading comprehension test, while engaging in rigorous, academic work rather than remediation focused on basic skills.<ref>Schoenbach, R., C. Greenleaf, C. Cziko, and L. Hurwitz (1999). Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. San Francisco: Jossey-Bass/John Wiley & Sons. ISBN 978-0-7879-5045-3</ref><ref>Guzzetti, B. (2007). Literacy for the New Millennium: Adolescent literacy. Praeger. ISBN 978-0-275-98994-1</ref> The program tenets and the results were published in the book, ''Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms'' (San Francisco: Jossey-Bass). In 2005, A Randomized Controlled Study of the Efficacy of Reading Apprenticeship Professional Development for High School History and Science Teaching and Learning was funded by the [[Institute of Education Sciences]], National Center for Education Research.<ref>http://ies.ed.gov/funding/grantsearch/details.asp?ID=339</ref>
Reading Apprenticeship is one of only two supplemental literacy programs selected by the [[Institute of Education Sciences]] for a rigorous evaluation, initiated in 2006. In 2008, the Enhanced Reading Opportunities Study reported that Reading Apprenticeship Academic Literacy had a positive and statistically significant impact on reading comprehension test scores (0.14 standard deviation; p-value = 0.015).<ref>http://ies.ed.gov/ncee/pubs/20094036/index.asp</ref><ref>"'No Effects' Studies Raising Eyebrows" (April 1, 2009) Education Week, p. 1</ref>

===Quality Teaching for English Learners (QTEL)===
Directed by Aída Walqui, WestEd's Quality Teaching for English Learners (QTEL) is a grades 6-12 professional development initiative that rather than simplifying the curriculum and lowering expectations for English language learners, offers an academic framework rich in intellectual challenge along with high-level support.<ref>Walqui, A. (2000). Access and engagement: Program design and instructional approaches for immigrant students in secondary school. Center for Applied Linguistics & Delta Systems.</ref><ref>Ellis, R. (2008). Principles of instructed second language acquisition. CAL Digest, December 2008, Center for Applied Linguistics. http://www.cal.org/resources/digest/digest_pdfs/Instructed2ndLangFinalWeb.pdf</ref><ref name="Bruner, J. 1983">Bruner, J. (1983). Child’s talk: Learning to use language.</ref><ref>Walqui, A. (2005). Who are our students? In P. Richard-Amato and M. Snow (Eds.) Academic success for English learners: Strategies for K-12 mainstream teachers. White Plains, NY: Pearson Education ESL.</ref><ref name="Lave, J. 1991">Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.</ref><ref name="Lemke, J. 1990">Lemke, J. (1990). Talking science: Language, learning and values.</ref> QTEL's approach is grounded in sociocultural learning theory; the Zone of Proximal Development and scaffolding theory are key.<ref name="Bruner, J. 1983" /><ref name="Lave, J. 1991" /><ref name="Lemke, J. 1990" /><ref>Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.</ref> Five principles guide QTEL's work with and on behalf of teachers and students: sustain academic rigor, hold high expectations, engage in quality teacher-student interactions, sustain a language focus, and develop a quality curriculum.<ref>Allwright, D. (1988). Observation in the language classroom.</ref><ref>Allwright, D., & Bailey, K. (1991). Focus on the language classroom.</ref><ref>Candlin, C. (1987). Towards task-based language learning.</ref><ref>Candlin, C., & Murphy, D. (1987). Language and learning tasks.</ref><ref>Ellis, R. (2008). Principles of instructed second language acquisition.</ref><ref>Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom.</ref><ref>Gibbons, P. (2003). Scaffolding academic language across the curriculum.</ref><ref>Oxford, R. (1997). Conditions for second language (L2) learning.</ref><ref>van Lier, L. (1988). The classroom and the language learner.</ref><ref>van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity.</ref><ref>van Lier, L. (2004). The ecology and semiotics of language learning.</ref> QTEL has developed and field tested ten multimedia modules that serve as the basis for tailored professional development delivered by QTEL staff members, faculty at university schools of education, and QTEL-certified school district personnel.<ref>Walqui, A. (2007). The development of teacher expertise to work with adolescent English Learners: A model and a few priorities. In L. Verplaetse and N. Migliacci (Eds.), Inclusive pedagogy for English language learners. New York: Lawrence Erlbaum Associates.</ref><ref>Walqui. A. (2000). Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary Schools. (ERIC NO: ED438727) McHenry, IL: Delta Systems, Center for Applied Linguistics, & ERIC.</ref> All modules contain examples of practice, components that develop cognitive and metacognitive strategies, and reflection and elaboration activities.<ref>McGonigal, J. (1997). Using oral discourse in literacy studies.</ref><ref>Resnick, L., & Nelson-Le Gall, S. (1997). Socializing intelligence.</ref><ref>Rogoff, B. (2003). The cultural nature of human development.</ref><ref>Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. (1995). Fostering communities of teachers as learners.</ref> The modules also include road maps that propose sequences of engagement that can address the needs and circumstances of individual users and sites.<ref>Walqui, A. (2007). Scaffolding instruction for English learners: A conceptual framework. In O. Garcia & C. Baker (Eds.), Bilingual education: An introductory reader. Clevedon, UK: Multilingual Matters.</ref><ref>Koelsch, N. (2006). Improving Literacy Outcomes for English Language Learners in High School. Washington, DC: National High School Center.</ref><ref>Vilchez, R. (2006). Is there a right time for National Board certification? In J. Shulman and M. Sato (Eds.) Mentoring teachers toward excellence. San Francisco: Jossey-Bass.</ref>

A cluster-randomized experimental study, funded by the [[United States Department of Education]] [[Institute of Education Sciences]] through its Regional Educational Laboratory Program, is underway to assess QTEL's program effects, with schools serving as the unit of assignment.<ref>http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=88</ref> Approximately 50 middle schools, 600 teachers, and about 16,000 6th, 7th, and 8th grade students in several urban school districts in the western region are participating in the study. Middle schools and their participating teachers were randomly assigned within the resulting strata to treatment and control conditions. The study is being conducted by Berkeley Policy Associates, an independent research agency.<ref>http://www.wested.org/cs/we/view/rstudy/20</ref><ref>http://www.wested.org/cs/tqip/print/docs/qt/studies-about-qtel.html</ref>


==References==
==References==

Revision as of 21:25, 6 April 2012

WestEd
TypeNonprofit
Headquarters730 Harrison Street San Francisco, California
CEO
Glen Harvey
Websitewww.wested.org

WestEd is a San Francisco-based nonpartisan, nonprofit, mission-focused organization.[1][2] The organization's mission states, "WestEd, a research, development, and services agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults."[3][4][5]

In 2011, WestEd's annual revenue was approximately $126 million, with approximately 400 funders including the United States Department of Education, National Science Foundation, the United States Department of Justice, and many state, county, local, philanthropic, and business entities.[6][7] WestEd has been vetted and approved as a qualified service provider in the following federal contracting programs: the U.S. Department of Education Streamlined Acquisition Tool (ED-SAT), the U.S. Department of Health and Human Services Program Support Center (PSC) Task Order Contracts, and the General Service Administration’s Mission Oriented Business Integrated Services (MOBIS) Schedule (SINs 874-1 and 874-3).[8][9][10]

WestEd conducts research and evaluation; provides professional development and technical assistance; and develops and disseminates a range of resources aimed at supporting and improving education and human development. [11][12] WestEd’s work is focused in several key areas: Assessment, Standards, & Accountability; Culture, Diversity, & Equity; Early Childhood & Early Intervention; English Language Learners; Evaluation; Healthy Kids, Schools, & Communities; Leadership & Teacher Professional Development; Literacy; Science, Technology, Engineering, & Mathematics; Policy; School & District Improvement; Special Education; and Technology & Information Services.[4][13][14][15]

Six times WestEd has been named one of the Best Employers in the San Francisco Bay Area, most recently in 2011.[16] In addition to headquarters in San Francisco, WestEd has 16 regional offices throughout United States[17] and over 600 employees.[18]

Governance & Legal Status

WestEd is a Joint Powers Agency, authorized by a California Joint Powers Agreement and governed by public entities in Arizona, California, Nevada, and Utah, with Board members representing agencies from these states and nationally, including leaders from public and private education, business, and human services communities.[19] Its Board takes an active role in agency leadership and strategic planning.

Agency leadership includes Glen Harvey, Chief Executive Officer; Gary Estes, Chief Program Officer; Max McConkey, Chief Policy & Communications Officer; Sri Ananda, Chief Development Officer; and, Nancy Riddle, Chief Financial Officer.

A nonprofit, public research and development agency, WestEd is tax exempt under Section 115(1) of the Internal Revenue Code, and, as such, meets the giving guidelines of philanthropic organizations.[20]

History

WestEd was formed in 1995 when the Southwest Regional Educational Laboratory (SWRL), located in Los Alamitos, California, merged with the Far West Laboratory for Educational Research and Development (FWL), located in San Francisco.[21] SWRL and FWL were established in 1966, shortly after the passage of the Elementary and Secondary Education Act (ESEA) (Pub.L. 89-10, 79 Stat. 27, 20 U.S.C. ch.70), a United States federal statute enacted April 11, 1965.[22] The Act funded several areas of primary and secondary education including professional development, instructional materials, resources to support educational programs, and parental involvement promotion. FWL and SWRL were established under ESEA (1965) Title IV, which established funding for educational research and training.

Research and Technical Assistance Centers

WestEd operates several federal research and technical assistance centers.

Regional Educational Laboratory West

The United States Department of Education Regional Educational Laboratory (REL) Program is a network of ten laboratories that serves the educational needs of designated regions by providing access to high quality, scientifically valid education research through applied research and development projects, studies, and related technical assistance activities. [23]

WestEd was awarded the contract to operate the Regional Educational Laboratory (REL) West (serving Arizona, California, Nevada, and Utah) for the current period, running from January 2012 through the end of 2016. [24] Under the current contract, REL West partners with regional educators to form research alliances dedicated to addressing regional needs and increasing the use of data and evidence in education decision-making. [25]

WestEd has operated REL West since the REL Program's inception in 1966. In the previous contract cycle (2006–2011), REL West published 29 peer-reviewed studies [26] and held 36 technical assistance events bridging research, policy, and practice, with well over 2,000 participants. [27] During that period, REL West also delivered over 200 written responses to education questions from regional stakeholders and provided technical assistance to numerous state education agencies, state boards of education, legislators, local schools and districts, and professional associations.

California Comprehensive Center

The federal Comprehensive Centers Program is administered by the United States Department of Education, Office of Elementary and Secondary Education, School Support and Rural Programs. [28][29] The Comprehensive Centers Program supports 21 comprehensive centers to help increase state capacity to assist districts and schools meet their student achievement goals. [30]

WestEd operates two regional centers, the California Comprehensive Center (CA CC) and the Southwest Comprehensive Center (SWCC) serving the states of Arizona, Colorado, Nevada, New Mexico, and Utah.[31][32] Regional Centers provide frontline assistance to States to help them implement NCLB and other related Federal school improvement programs and help increase State capacity to assist districts and schools meet their student achievement goals. Regional Centers are embedded in regions and responsible for developing strong relationships and partnerships within their regional community. While Content Centers must focus almost entirely on specific content areas, analyzing research, developing useful products and tools for Regional Centers and other clients, the Regional Centers are on ground providers to States.

The CA CC is directed by Fred Tempes, Director of WestEd's Comprehensive School Assistance Center, and has three priorities: supporting those working to build the capacity of districts and schools to improve student achievement; building the capacity of the state to assist districts to support students with special needs; and disseminating research-based and promising practices.[33]

Other Federal Centers

WestEd is also the prime contractor operating the Southwest Comprehensive Center, which serves Arizona, Colorado, Nevada, New Mexico, and Utah; [34] [35] the Northeast Regional Resource Center, which serves Connecticut, Massachusetts, Maine, New Hampshire, New Jersey, New York, Rhode Island, and Vermont; [36] [37] and the Accountability and Assessment Comprehensive Center (AACC), [38][39] which helps states and districts implement, evaluate, and improve their assessment and accountability systems.

WestEd also contributes to the work of the New England Comprehensive Center [40] operated by RMC Research Corporation and serving Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont, and to the work of the National High School Center, operated by the American Institutes for Research. [41]

In addition, WestEd conducts research for the Regional Educational Laboratory Northeast and Islands, [42][43] administered by Education Development Center, Inc.[44] and serving New England, New York, Puerto Rico, and the United States Virgin Islands.

Programs and Services

WestEd is organized into several programs that provide research, technical assistance, and services in order to “create positive, innovative, and sustainable improvements in education and human development.” [45] WestEd works with a range of clients at the state and local level, and is an approved service provider with several state departments of education, including the Arizona Department of Education, Colorado Department of Education, Hawaii Department of Education, Massachusetts Department of Elementary and Secondary Education, Tennessee Department of Education, and Washington Office of Superintendent of Public Instruction. Numerous school districts throughout the country have also selected WestEd as an approved service provider, including Baltimore City Public Schools, New York City Board of Education, Oakland Unified School District, Tucson Unified School District, and Vail School District. [46] [47]

Collectively, WestEd staff have over 375 advanced degrees in education and other fields such as psychology, sociology, public policy, statistics, and law. WestEd’s program staff have expertise in student assessment, data-driven planning, curriculum development, training, school coaching, community partnership building, research and evaluation methods, and policy analysis. [48] With over 400 active contracts at any given time, WestEd program staff carry out a range of projects throughout the United States. Many projects, like those described below, have years of experience and documented impact.

Reading Apprenticeship

WestEd's Reading Apprenticeship program is a research-based instructional framework that improves the teaching effectiveness of content-area middle and high school teachers, literacy coaches, and teacher educators.[49] The approach helps adolescent students become more confident, engaged, and strategic readers.[50][51]

In 2010, WestEd received a federal Investing in Innovation (i3) grant to address the persistent academic achievement gaps in the nation's high schools by scaling up the Reading Apprenticeship model of academic literacy instruction.[52][53] This collaborative effort is providing research-based, discipline-focused professional development to 2,800 high school of biology, U.S. history, and English language arts; and is reaching more than 400,000 students in 300 schools.[54] [55]

The first Reading Apprenticeship study was conducted in 1996-1997 in one San Francisco public high school. Students gained an average of two years growth in seven months of instruction measured on a standardized reading comprehension test, while engaging in rigorous, academic work rather than remediation focused on basic skills.[56][57] The program tenets and the results were published in the book, Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms (San Francisco: Jossey-Bass).[58] In 2005, A Randomized Controlled Study of the Efficacy of Reading Apprenticeship Professional Development for High School History and Science Teaching and Learning was funded by the Institute of Education Sciences, National Center for Education Research.[59] Reading Apprenticeship is one of only two supplemental literacy programs selected by the Institute of Education Sciences for a rigorous evaluation, initiated in 2006.

In 2008, the Enhanced Reading Opportunities Study, also funded by the Institute for Education Sciences, reported that Reading Apprenticeship Academic Literacy had a positive and statistically significant impact on reading comprehension test scores (0.14 standard deviation; p-value = 0.015).[60][61] The 2010 Final Report of the Enhanced Reading Opportunities Study indicated, “Overall, the findings from these reports show that over the course of ninth grade, the ERO programs [Reading Apprenticeship Academic Literacy and Xtreme Reading] improved students’ reading comprehension skills and helped them perform better academically in their high school course work.” [62]

Program for Infant/Toddler Care

The Program for Infant/Toddler Care (PITC), developed collaboratively by WestEd and the California Department of Education Child Development Division, is a comprehensive training system used in multiple states that promotes responsive, caring relationships for infants and toddlers.[63][64][65][66] Its centerpiece is a series of broadcast quality videos/DVDs in English, Spanish, and Chinese (Cantonese), with accompanying video magazines, guides, and trainer's manuals available in both English and Spanish. The materials are organized into four training modules, based on the latest research and practice.[67] A complementary program, Beginning Together, ensures that children with special needs are incorporated, and appropriate inclusive practices are promoted, in the training and technical assistance provided by PITC. This is accomplished through "training-of-trainers" institutes, regional outreach activities, training materials, and demonstration programs.[68] In addition, the California Map to Inclusive Child Care project provides a statewide system of support, information and resources for families and providers to facilitate barrier–free access to inclusive child care for children birth to 21.[69]

PITC worked with the Administration for Children, Youth, and Families to develop the Early Head Start program, and has presented training institutes and technical assistance for more than 500 programs serving families with children from birth to three.[70] In 2002, the National Center for Children in Poverty selected PITC as a model initiative to support infants, toddlers, and their families. The Center for Child and Family Studies and the University of Cincinnati are codeveloping an online associate degree program for early Head Start teachers.[71]

Doing What Works

The Doing What Works Web site helps educators make research-based plans and implement those plans effectively.[72][73][74][75][76] The website offers educators "practices in action" — examples of schools from across the country that are implementing research-based practices in a variety of settings.[77] More than just a conceptual guide, this website gives educators tools and multimedia presentations of these practices and describes key actions to implement them, including: Stories, interviews, and media pieces that bring the practices to life; Examples, materials, and links to resources keyed to the practices; and, Tools educators can download and customize for use in their own settings.[78][79] Developed by WestEd's Innovation Studies Program in partnership with American Institutes for Research and RMC Research Corporation, the Web site's content is derived from research reviews by the Institute of Education Sciences (IES) and is designed to complement the What Works Clearinghouse and other IES products.

Mathematics

National Center for Cognition and Mathematics Instruction

The Science, Technology, Engineering, & Mathematics (STEM) program at WestEd is leading the National Center for Cognition and Mathematics Instruction (Math Center), funded by the U.S. Department of Education's Institute of Education Sciences. The Math Center is applying the latest cognitive science principles to redesign a mathematics curriculum and conduct rigorous research to determine how these modifications impact student learning. Leading experts in cognition, instruction, assessment, research design and measurement, mathematics education, and teacher professional development will address this need.

Science

National Assessment of Educational Progress (NAEP) Science Assessment Framework

In 2004, in collaboration with the Council of Chief State School Officers (CCSSO), the American Association for the Advancement of Science (AAAS), the National Science Teachers Association (NSTA), and the Council of State Science Supervisors (CSSS), WestEd was selected to develop the National Assessment of Educational Progress (NAEP) Science Assessment Framework.[80] The 2009 NAEP science assessment was administered to students in grades 4, 8, and 12 in schools throughout the country from January to March 2009.

Understanding Science

Understanding Science is a nationally field-tested professional development program that helps teachers learn major concepts of K-8 science, examine how children make sense of those concepts, and analyze and improve their science teaching.[81] Understanding Science professional development modules help teachers actively learn science in combination with student thinking and teaching. Each module focuses on cases of actual classroom practice that illustrate students’ science ideas and highlight an important teaching dilemma, one that any teacher might face.[82][83] Teachers engage in hands-on science activities that parallel those of students in the cases, examine student work, and critically analyze classic instructional activities and decisions.[84][85][86][87] The principal investigators are Kirsten Daehler and Mayumi Shinohara.

In 2005, the Institute of Education Sciences, National Center for Education Research funded the development of three teacher professional development courses in the Understanding Science series that address challenging physical science and earth science topics: heat and energy, plate tectonics, and climate and weather.[88] This development grant includes three small, randomized controlled studies to assess the potential efficacy of each of these courses separately to improve teacher content knowledge and student learning, and the reduction of the science achievement gap between English learners and English-proficient speakers. A fourth study will assess the potential efficacy of the entire sequence of courses on teacher knowledge and student science achievement. In 2009 the Institute of Education Sciences funded a randomized-cluster experimental design study, Impact of the Understanding Science Professional Development Model on Science Achievement of English Language Learner Students, to evaluate the effects of WestEd's Understanding Science model of professional development — an approach that emphasizes inquiry-based instruction practices that depend less on English proficiency, textbook knowledge, and direct instruction — on student achievement in science, especially English language learner students.[89] The National Science Foundation has funded a large-scale study, Learning Science for Teaching: Effects of Content-Rich and Practice-Based Professional Development Models on Teacher Content Knowledge, Classroom Practice, and Student Learning, examining the effects of promising professional development models on teachers, classrooms, and students.[90][91]

References

  1. ^ Orey, M., V. J. McClendon, and R. Branch (2006). Educational Media and Technology Yearbook. Libraries Unlimited, Incorporated, ISBN 978-1-59158-362-2
  2. ^ Orey, M., M. Fitzgerald, and R. Branch (2004). Educational Media and Technology Yearbook ISBN 978-1-59158-068-3
  3. ^ http://www.wested.org/cs/we/print/docs/we/agency.htm
  4. ^ a b http://ies.ed.gov/ncee/edlabs/regions/west/index.asp
  5. ^ Educational Media and Technology Yearbook 2002. ISBN 1-56308-910-6
  6. ^ http://www.wested.org/online_pubs/AN-11-01.pdf
  7. ^ http://www.wested.org/cs/we/print/docs/we/fund.htm
  8. ^ http://www.wested.org/cs/we/print/docs/we/multiple-award-task-order.html
  9. ^ https://www.gsaadvantage.gov/advantage/contractor/contractor_detail.do?mapName=/s/search/&contractNumber=GS-10F-0288W
  10. ^ https://www.fbo.gov/index?s=opportunity&mode=form&id=12e8a1f8ec76c25bc9032fa57acecb2a&tab=core&_cview=1
  11. ^ Branch, R. and M. Fitzgerald (1999). Educational Media and Technology Yearbook. ISBN 978-1-56308-636-6
  12. ^ Fusco, M. and S. Ketchum. (2002). Distance Learning for Higher Education: An Annotated Bibliography. Libraries Unlimited. ISBN 978-1-56308-847-6
  13. ^ Mathison, S. (2004). Encyclopedia of Evaluation. Thousand Oaks, CA: Sage Publications. ISBN 978-0761926092
  14. ^ E. Walker (2005). Educational Adequacy and the Courts: A Reference Handbook. Santa Barbara, CA: ABC-CLIO.
  15. ^ http://www.wested.org/cs/we/print/docs/areas.htm
  16. ^ San Francisco Business Times, “125 Best Places to Work in the Bay Area unveiled” (April 22, 2011) http://www.bizjournals.com/sanfrancisco/news/2011/04/22/125-best-places-to-work-unveiled.html?page=all
  17. ^ http://www.wested.org/cs/we/print/docs/we/offices.htm
  18. ^ http://www.wested.org/cs/we/search/u Retrieved October 6, 2009
  19. ^ http://www.wested.org/cs/we/print/docs/we/board.htm
  20. ^ http://www.wested.org/cs/we/print/docs/we/faq.htm
  21. ^ Profiles of the regional educational laboratories (SuDoc ED 1.302:P 94/13), page 23.
  22. ^ From U.S. Statutes at Large, Vol. 79, p. 27 - 58 http://nysl.nysed.gov/uhtbin/cgisirsi/M8BhPv34Ie/NYSL/7400017/524/79170
  23. ^ http://ies.ed.gov/ncee/edlabs/about/
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  27. ^ http://relwest.wested.org/events
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  29. ^ http://www2.ed.gov/programs/newccp/index.html
  30. ^ http://www2.ed.gov/programs/newccp/index.html
  31. ^ http://www.ed.gov/programs/newccp/index.html
  32. ^ http://www.ed.gov/programs/newccp/awards.html
  33. ^ http://www.cacompcenter.org/cs/cacc/print/htdocs/cacc/about.htm
  34. ^ http://www2.ed.gov/programs/newccp/awards.html
  35. ^ http://www.swcompcenter.org/cs/swcc/print/htdocs/swcc/home.htm
  36. ^ http://www.rrcprogram.org/nerrc
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  38. ^ http://www2.ed.gov/programs/newccp/awards.html
  39. ^ http://www.aacompcenter.org/cs/aacc/print/htdocs/aacc/home.htm
  40. ^ http://necomprehensivecenter.org/about/abt_who
  41. ^ http://www.betterhighschools.org/
  42. ^ http://ies.ed.gov/ncee/edlabs/regions/northeast/index.asp
  43. ^ http://www.relnei.org/who.about.php
  44. ^ http://www.edc.org/
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External links

See also

source: https://en.wikipedia.org/w/index.php?title=WestEd&diff=prev&oldid=485975563