This quick-start guide was developed to provide an overview of the self-study process for local e... more This quick-start guide was developed to provide an overview of the self-study process for local education agencies and schools as they choose evidence-based interventions (per ESSA) for potential use in schools in need of comprehensive or targeted support. It refers the reader to the full LEA or School Guide for Identifying Evidence-based Interventions for School Improvement for access to tools to facilitate the self-study process.
Society for Research on Educational Effectiveness, 2012
Abstract: There are many types of programs for Spanish speaking students in the US, with varying ... more Abstract: There are many types of programs for Spanish speaking students in the US, with varying methods and goals. Some preliminary work suggests that bilingual classrooms may differ widely in instruction, even under the same program labels. However, there are few studies which have compared the extent to which various bilingual program models differ in actual instruction delivered. Directly measuring instructional practice however, is difficult and costly, involving the influence of time, raters, content, and programs (Raudenbush, 2008). ...
This quick-start guide was developed to provide an overview of the self-study process for local e... more This quick-start guide was developed to provide an overview of the self-study process for local education agencies and schools as they choose evidence-based interventions (per ESSA) for potential use in schools in need of comprehensive or targeted support. It refers the reader to the full LEA or School Guide for Identifying Evidence-based Interventions for School Improvement for access to tools to facilitate the self-study process.
Society for Research on Educational Effectiveness, 2012
Abstract: There are many types of programs for Spanish speaking students in the US, with varying ... more Abstract: There are many types of programs for Spanish speaking students in the US, with varying methods and goals. Some preliminary work suggests that bilingual classrooms may differ widely in instruction, even under the same program labels. However, there are few studies which have compared the extent to which various bilingual program models differ in actual instruction delivered. Directly measuring instructional practice however, is difficult and costly, involving the influence of time, raters, content, and programs (Raudenbush, 2008). ...
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