Change

resistance to, 23

in students’ evolving knowledge, monitoring, 111

Cheche Konnen project, 134

Children entering kindergarten behind their peers

challenge of, 68

Children’s magazines, 102

Children’s Math Worlds, 70

Clement, John, 104

Cognitively Guided Instruction, 86

Collaborative learning, 57

Committee on Scientific Principles for Education Research, 146, 148

Committee on the Prevention of Reading Difficulties in Young Children, 35

Competence

strategic, 67

Comprehensive Test of Basic Skills (CTBS), 116–117

Content material

including less, but at greater depth, 129

“Cooperative learning,” 53

Criteria for choosing research topics, 26–27

existing rigorous R&D efforts already showing promising gains in student achievement, 1–2, 26

pervasive problems of practice lacking knowledge base to guide instructional interventions, 2, 26

CTBS. See Comprehensive Test of Basic Skills

Curriculum and pedagogy

for reading instruction in first through third grade, 36–37

in student knowledge of algebra, 91–92

in student knowledge of early reading, 35–37

in student knowledge of physics, 110–114

in student knowledge of reading comprehension beyond the early years, 51–54

in student knowledge of science across the school years, 127–134

in student learning of elementary mathematics, 70–75

D

Data collection systems, 143, 148

Decoding language, 32–33, 46

Decontextualized language instruction in the early years, 34

Decontextualized language structures, 33, 57

Diagnoser program, 115, 123

Differentiating instruction, 40–41

Discovery Channel, 102

DiSessa, Andrea, 18, 104

E

Early mathematics assessments, 4, 81–84

implementing standards-based, 83–84

teacher understanding of, 83

technology support needed to assist teachers, 83

Early reading, 2–3, 31–49

research agenda initiatives, 3, 41–49

student knowledge, 31–39

teacher knowledge, 39–41

Early Reading First Guidelines, 42

Early reading preparedness, 3, 42–43

increased use of one-on-one or small group, adult-child conversation, 43

professional development programs on vocabulary and oral language development, 43

use of read-alouds, 43

use of science-, number-, or world-knowledge-focused curricula, 43

Educational Development Center, 71

Eisenhower math-science programs, 119

Elementary mathematics, 4–5, 66–87

research agenda initiatives, 4–5, 80–87

student learning, 66–76

teacher knowledge, 76–80

Embedded phonics, 38

Empirical investigation

methods of, 129–131

posing significant questions for, 143–144

Evaluation. See Assessments

Everyday Mathematics curriculum, 71, 76, 151

Exemplary teaching practice learning from, 45

Expected progression of student thinking, 16

Experimentation, 126

F

Follow-through, 19

Force Concept Inventory, 111–112, 114, 118–119, 134, 138, 168

Formative assessments

in classroom to assist learning, 167–168

of reading comprehension, 3, 58–61



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