<?xml version="1.0"?>
<rss version="2.0"><channel><title>What Works Clearinghouse What's New</title><link>http://ies.ed.gov/ncee/wwc/whatsnew/</link><description>For the latest in events, developments, and updates to the What Works Clearinghouse website, check back here often.</description><language>en-us</language><category>education</category><category>statistics</category><category>data access tools</category><category>libraries</category><category>schools</category><category>colleges</category><item><title><![CDATA[WWC Quick Review: Preschool Reading Study]]></title><description><![CDATA[The study examined the impact of Project STAR (Sit Together and Read) on literacy skills of preschool students. Project STAR is a program in which teachers read books aloud to their students and use instructional techniques designed to encourage children to pay attention to print within storybooks. The study is a randomized controlled trial that did not provide sufficient information to determine attrition or baseline equivalence of the analytic samples. A more thorough review (forthcoming) will determine whether this study may meet WWC evidence standards with or without reservations.]]></description><pubDate>5/10/2012 7:51:02 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=216</link></item><item><title><![CDATA[More Research Needed on The Center for Learning Technologies in Urban Schools (LeTUS) Program]]></title><description><![CDATA[The LeTUS program is a three-year, project-based, technology-integrated middle school science curriculum for grades 6-8. No studies of the LeTUS program identified by the WWC meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program on middle school students.]]></description><pubDate>5/8/2012 11:03:46 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=607</link></item><item><title><![CDATA[New Science Report: Astronomy Resources for Intercurricular Elementary Science (ARIES): Exploring Motion and Forces]]></title><description><![CDATA[ARIES: Exploring Motion and Forces is a physical science curriculum for students in grades 5-8 that employs 18 inquiry-centered, hands-on lessons called "explorations." Based on its review of the research, the WWC found the program to have no discernible effects on general science achievement for middle school students.]]></description><pubDate>5/8/2012 8:00:02 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=608</link></item><item><title><![CDATA[WWC Reviews Research on Technology Enhanced Elementary and Middle School Science (TEEMSS)]]></title><description><![CDATA[TEEMSS is a physical science curriculum for grades 3&#8211;8 that involves the investigation of real-world phenomena. Based on its review of the research, the WWC found TEEMSS to have potentially positive effects on general science achievement for elementary school students.]]></description><pubDate>5/8/2012 7:56:33 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=610</link></item><item><title><![CDATA[Updated Report on Peer-Assisted Learning/Literacy Strategies (PALS)]]></title><description><![CDATA[The WWC's report on PALS includes reviews of 34 new studies. PALS are peer-tutoring programs that supplement the primary reading curriculum for students in kindergarten through sixth grade. Based on the studies that meet WWC standards, the WWC found PALS to have potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers.]]></description><pubDate>5/1/2012 8:16:52 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=364</link></item><item><title><![CDATA[WWC Quick Review: Music Instruction and Fractions]]></title><description><![CDATA[The study examined the effectiveness of an intervention designed to teach mathematical concepts through music. Specifically, it investigated the effect of the intervention on third-grade students&#8217; understanding of fractions. The results reported in the paper are based on an analysis that does not meet WWC evidence standards because a required statistical adjustment for initial differences between the students who received the music intervention and those who did not was not included. The authors described an additional analysis which may have included the statistical adjustment, but the results of that analysis were not presented in the paper. A more thorough review (forthcoming) will examine whether this analysis may meet WWC evidence standards with reservations.]]></description><pubDate>4/26/2012 8:42:37 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=215</link></item><item><title><![CDATA[More Research Needed on Play-based Interventions]]></title><description><![CDATA[Play-based interventions are practices designed to help young children with disabilities to better explore, experiment, interact, and express themselves. No studies of play-based interventions identified by the WWC meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of this method for children with disabilities.]]></description><pubDate>4/24/2012 8:14:48 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=570</link></item><item><title><![CDATA[Special Needs Report: Milieu teaching]]></title><description><![CDATA[Milieu teaching is a practice that involves arranging stimuli in a preschool child&#8217;s natural environment to create a setting that encourages the child to engage in a desired behavior, such as using targeted language structures.  Based on its review of the research, the WWC found milieu teaching to have no discernible effects on communication/language competencies for preschool children with disabilities.]]></description><pubDate>4/24/2012 8:14:18 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=567</link></item><item><title><![CDATA[The International Reading Association (IRA) 2012 Annual Convention]]></title><description><![CDATA[Attend our presentation titled "Introduction to the What Works Clearinghouse Writing Practice Guide" at the IRA Celebrating Teachers 2012 Convention on Tuesday, May 1, from 1:00 p.m.-2:00 p.m. in room #W193AB of the McCormick Place Convention Center, West building in Chicago, IL.]]></description><pubDate>4/23/2012 11:51:16 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/event.aspx?sid=19</link></item><item><title><![CDATA[The National Council of Teachers of Mathematics 2012 Annual Meeting and Exposition]]></title><description><![CDATA[Attend our presentations on "Connecting Research to the Classroom: Effective Fractions Instruction K&#8211;8" on Thursday, April 26, from 2 p.m.&#8211;3 p.m. and "Evidence-Based Strategies for Improving Mathematical Problem Solving in Grades 4&#8211;8" on Saturday, April 28, from 11 a.m.-12 p.m. at the Philadelphia Convention Center in Philadelphia, PA.]]></description><pubDate>4/23/2012 11:49:43 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/event.aspx?sid=20</link></item><item><title><![CDATA[New Literacy Report: High School Puente Program]]></title><description><![CDATA[The High School Puente Program aims to help disadvantaged students graduate from high school, become college eligible, and enroll in four-year colleges and universities. No studies of the High School Puente Program identified by the WWC meet evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program on adolescent literacy.]]></description><pubDate>4/17/2012 7:49:11 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=605</link></item><item><title><![CDATA[WWC Quick Review: An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP)]]></title><description><![CDATA[The study examined whether the Chicago Public Schools&#8217; Teacher Advancement Program (TAP), which provides mentoring, leadership opportunities, and financial incentives to teachers, improved student academic achievement and teacher retention. The study examined the academic achievement of more than 7,600 students in grades 4&#8211;8 from 34 schools in the Chicago Public School system. Implementation was staggered across all schools, with the schools randomly assigned to implement later serving as the comparison group for the analysis. The analysis of teacher retention was based on a matched sample of over 2,600 teachers in Chicago TAP and conventional public schools.]]></description><pubDate>4/9/2012 8:05:21 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=213</link></item><item><title><![CDATA[What Works Clearinghouse at CEC Convention and Expo]]></title><description><![CDATA[Attend our presentation on "Connecting Research to the Classroom: Early Childhood Education for Children with Learning Disabilities" at the CEC Convention and Expo on Saturday, April 14, from 10:30 a.m.&#8211;11:30 a.m. in room #105 of the Colorado Convention Center in Denver, Colorado.]]></description><pubDate>4/6/2012 8:13:05 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/event.aspx?sid=18</link></item><item><title><![CDATA[Milwaukee Parental Choice Program Longitudinal Educational Growth Study Fifth Year Report]]></title><description><![CDATA[The study examined the effectiveness of the Milwaukee Parental Choice Program (MPCP), which provides vouchers for low-income students to attend private schools. The study examined the four-year academic achievement growth of more than 600 students who were given a voucher in the 2006&#8211;07 school year, compared to the academic achievement growth of a matched sample of students who had attended Milwaukee public schools.]]></description><pubDate>4/5/2012 8:11:59 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=214</link></item><item><title><![CDATA[WWC Reviews Research on Project SEED]]></title><description><![CDATA[Project SEED is a supplemental math program for low-achieving students in grades 3 through 8 that aims to encourage active student learning and improve critical thinking and articulation skills. No studies of Project SEED identified by the WWC meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Project SEED.]]></description><pubDate>3/20/2012 10:10:01 AM</pubDate><link>http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=398</link></item></channel></rss>

