School-Based Action Research
Our associates and thought leaders have worked with a wide range of schools to use best practices.
Don Pedro Elementary School and Walter White Elementary School
During the 2019–20 school year, two transitional kindergarten (TK) teachers from Ceres Unified School District in California (one from Don Pedro Elementary School and one from Walter White Elementary School) joined together to engage in an action research project that aimed to improve student writing using quality formative assessment practices. Read more
Francis J. Varieur School
Sometimes it can be challenging to get learners to care about doing their homework and improving their overall academic performance. It can be easy to assume that learners must come ready to learn and must take responsibility for their learning. However, we know that student investment occurs when assessment results positively impact a learner’s ability to figure out his or her next steps. Read more
Pocasset Elementary School
Research indicates that “self-regulated learning is a desirable educational outcome that can be fostered by teachers who minimize academic competition, explain appropriate strategies, provide assistance during problem solving, and promote an atmosphere of collaboration in classrooms” (Paris & Newman, 1990). Read more
Portsmouth High School
Portsmouth High School teachers addressed a different aspect of homework completion and its impact on overall student achievement. In all, approximately 130 students were involved, spread throughout seven classes and five teachers. The particular classes involved included one English class, one ninth-grade World Geography class, two Algebra II classes, one Algebra I class, and two study hall/learning center classes. Read more