Volume provides instructional materials for graduate students and beginning professionals on how to conduct educational research.

Complementary Methods for Research in Education

Science & Math

Jaeger,Richard

Mathematics

American Educational Research Association

Enabling young children to succeed in school (A public service monograph)

Powell, Douglas R.

Passed by the U.S. Congress in the spring of 1965 as part of President Lyndon Johnson′s War on Poverty, the Elementary and Secondary Education Act (ESEA) was one of the most significant and expansive education policy initiatives ever undertaken by the federal government. The main component of the act, Title I, allocated significant resources to schools to meet the needs of children who lived in economically distressed areas. At this point in ESEA′s policy history, it is important to examine the following questions: 
<ol>
<li>Which programs or initiatives are indeed effective in reaching their academic and social effectiveness goals?</li>
<li>Which ones are relatively ineffective, and what are the reasons?</li>
<li>What roles do the political economy, social contexts, past and present discrimination, and other societal factors play in stacking the odds against any potential gains that can be made through federal policies such as ESEA?</li>
<li>How and why has ESEA changed over the past 40 years, and how have the changes in the legislation been dependent on the political and social culture of education policy tied to poverty, race, and ideology?</li>
</ol>
Some of the chapters share research-based insights into possible answers to these questions as well as raising more issues for debate and discussion. The chapters address not only the education policy culture that formed one of the lenses through which education, race, and poverty are viewed, but also how this culture has been altered by the No Child Left Behind Act and what the future holds for ESEA, from both the research and policy perspective for these types of major federal compensatory efforts.

The Elementary and Secondary Education Act at 40: Reviews of Research, Policy Implementation, Critical Perspectives, and Reflections (Review of Research in Education)

Education & Teaching

Schools & Teaching

This volume is the Spanish translation of Standards for Educational and Psychological Testing, 2014 edition. Developed jointly by the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education, Standards for Educational and Psychological Testing (Revised 2014) addresses professional and technical issues of test development and use in education, psychology, and employment. It includes changes in federal law and measurement trends affecting validity, testing individuals with disabilities or different linguistic backgrounds, and new types of tests, as well as new uses of existing tests. In the past 15 years, important developments have occurred in the field of testing, requiring significant revision to Standards. Five areas, in particular, receive attention in the 2014 revision: examining the accountability issues for the uses of tests in educational policy; broadening the concept of accessibility of tests for all examinees; representing more comprehensively the role of tests in the workplace; taking into account the expanding role of technology in testing; and improving the structure of the book for better communication of the standards

Estándares para Pruebas Educativas y Psicológicas (Spanish Edition)

Health, Fitness & Dieting

American Psychological Association (author) & National Council on Measurement in Education (author)

Psychology & Counseling

"Also known as "free tuition" and "free college" programs, college promise programs are an emerging approach for increasing higher education attainment of people in particular places. To maximize the effectiveness of their efforts and investments, program leaders and policymakers need research-based evidence to inform program design, implementation, and evaluation. With the goal of addressing this knowledge need, this volume presents a collection of research studies that examine several categories and variations of college promise programs. These theoretically-grounded empirical investigations use varied data sources and analytic techniques to examine the effects of college promise programs that have different design features and operate in different places. Individually and collectively, the results of these studies have implications for the design and implementation of promise programs if these programs are to create meaningful improvements in attainment for people from underserved groups. The authors' efforts also provide a useful foundation for the next generation of college promise research"--

Improving Research-Based Knowledge of College Promise Programs

Laura W. Perna

Condition or Process?

James D. Anderson

Adrienne D. Dixson

Gloria J. Ladson-Billings

Cecilia E. Suarez

William T. Trent

Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers' careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country's history. The volume's goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

Handbook of Research on Teachers of Color and Indigenous Teachers

Conra D. Gist (editor)

Travis J. Bristol (editor)

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Books by American Educational Research Association