Released April 2012. In this report, Hanover Research presents a literature review of research and best practices on the relationship between professional development for public school teachers and student achievement. The most and least effective aspects of common professional development models, as described in relevant literature, are discussed. Much of the information is also relevant in private-independent schools.
Released March 2012. This report, provided by the National Endowment for the Arts, examines the academic and civic behavior outcomes of teenagers and young adults who have engaged deeply with the arts in or out of school. In several small-group studies, children and teenagers who participated in arts education programs have shown more positive academic and social outcomes in comparison to students who did not participate in those programs. Such studies have proved essential to the current research literature on the types of instrumental benefits associated with an arts education. The report’s authors, James Catterall et al., use four large national databases to analyze the relationship between arts involvement and academic and social achievements.
Released March 2012. In this report, Hanover Research examines the importance of career development programs for elementary and middle school students, as well as effective practices in the delivery of career-focused educational programs. The report draws on a review of the literature, as well as case examples from across the nation and Texas, specifically.
Released March 19, 2012. This report examines the tools teens use to communicate, with a particular focus on mobile devices, and then places the use of those tools in the broader context of how teens choose to communicate with people in their lives. What follows are the findings from a study conducted by the Pew Research Center’s Internet & American Life Project in partnership with the Family Online Safety Institute and supported by Cable in the Classroom. The data discussed in this report are the result of a three-part, multi-modal study that included interviews with experts, seven focus groups with middle and high school students, and a nationally representative random-digit-dial telephone survey of teens and parents.
Released February 2012. This review, published by the National Education Policy Center (NEPC), concern the report, The Long-Term Impacts of Teachers, which "concludes that teachers whose students tend to show high gains on their test scores (called "high value-added teachers") also contribute to later student success in young adulthood, as indicated by outcomes such as college attendance and future earnings."
Released February 2012. In the following report, we explore the identification and accommodation of highly gifted students, whose specific needs vary from those of other gifted students. We review the literature concerning this group of students and provide an overview of how they can best be accommodated in a nonspecialized school setting.
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