Browsing by Author "Uribe-Zarain, Ximena"
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Item Delaware Student Testing Program Performance Level 1 Study: District Level Findings(Delaware Education Research & Development Center, 2006-08-09T19:48:28Z) Noble, Audrey J.; Uribe-Zarain, XimenaThe study was designed to examine the progress of Delaware’s lowest performing students beginning with DSTP data gathered in its first administration in 1998 through 2005. Students’ progress has been tracked by cohorts statewide and within district.It appears that the longer students remain at Performance Level I, the less likely they will reach the state’s expected level of achievement by high school. The majority of students who score PL1 in reading or math will remain at PL1 or PL2. This re-emphasizes the importance of early intervention to address the needs of the stat’s most at-risk students. Most of the “successful” districts are moving 25 to 30 percent of students from Performance Level 1 to Performance Level 3 during the elementary and middle school years. By high school, districts are only moving 7 to 10 percent of lowperforming (PL1) students to the standards in reading and mathematics. Clear disparities exist in regards to the distribution of students at the PL1 level as compared to most districts’ overall student populations according to race and income status. A small number of Delaware districts are reaching parity in this regard. Some of the state’s smaller school districts appear to be more successful at reaching parity than many of its larger districts. (Published August 2006)Item Evaluation Results of the Delaware State Improvement Grant: YEAR 3 Analysis of Student Assessment Resulsts Spring 2005(Delaware Education Research & Development Center, 2005-10) Shepperson, Barbara A.; Uribe-Zarain, XimenaItem Families & Communities Together: An Evaluation of Delaware's Child Mental Health Grant Initiative: Interim Data Report(Center for Community Research and Service and the Center for Disabilities Studies; College of Human Services, Education, & Public Policy; University of Delaware, 2004-01) Salt, James; Cooksy, Leslie; Parker, Katherine; Sweetman, Hedi; Dunson, Molly; Slater, Cynthia; Uribe-Zarain, Ximena; Hermanns, Nicole; Thompson-Brady, LauraItem How Do Students Fare after Four Years in Delaware Reading First?(Delaware Education Research & Development Center, 2008) Grusenmeyer, Linda; Uribe-Zarain, XimenaThis study tracks the performance of a cohort of students enrolled in Delaware Reading First (DERF) schools for four years and describes the group’s reading growth and achievement. It also compares third grade achievement scores of these four year students with test scores of students with only one year in the program. Data for this study was gathered in the first four years of DERF’s five year implementation to answer questions regarding the program’s impact on student reading achievement: 1. Have children in DERF classrooms made significant improvement in their reading performance? 2. How does the number of years students spend in a DERF school relate to their achievement?Item Investigating teachers’ instructional leadership in the School Based Teachers Leaders program(Delaware Education Research & Development Center, 2008-12-08T19:21:48Z) Uribe-Zarain, XimenaThis study describes the use of social network analysis to evaluate the leadership configuration of mathematics teachers. The goal of this method is to use teacher collaboration data to map and explain the course of leadership and the adequate environment for a mathematics teacher to succeed as an instructional leader. This shift in evaluation model modifies the traditional view from explanations of events based on individual teachers to a view where a more contextual and systemic understanding of events takes place. In this way, the use of social network analysis in evaluation changes the focus from characteristics of individuals to interrelationships of systems’ individuals.Item Math Partnership Project Evaluation Year 2(Delaware Education Research & Development Center, 2006-10-09T19:52:34Z) Uribe-Zarain, XimenaObservations of teachers participating in the Math Partnership Project were conducted in order to determine the impact that the project is having on teaching techniques. Staff of Delaware Education Research and Development Center conducted 47 observations of math lessons during fall 2005 and 37 observations during spring 2005. All the teachers observed in spring were also observed in fall. The observations conducted included three main components: The Design and Implementation of the Lesson, Mathematics Content, and Classroom Culture. The data gathered indicate a positive change towards better teaching techniques; especially in the components of design and implementation of the lesson and classroom culture. In the component of mathematics content there is still room for improvement. (Oct.2006)Item Math Partnership Project Evaluation Year 3(Delaware Education Research & Development Center, 2007-10-09T19:52:26Z) Uribe-Zarain, XimenaObservations of teachers participating in the Math Partnership Project were conducted in order to determine how teaching techniques change over the school year. Staff of Delaware Education Research and Development Center conducted 33 observations of math lessons during fall 2006 and 36 observations during spring 2007. All the teachers observed in spring were also observed in fall. The observations conducted included three main components: The design and implementation of the lesson, Mathematics Content, and elements of classroom culture. The data gathered indicate a positive change towards better teaching techniques; especially in design and implementation of the lesson and the component of classroom culture. In the component of mathematics content there is still room for improvement.Item Math Partnership Project Evaluation Year 4(Delaware Education Research & Development Center, 2008-12-09T19:52:51Z) Ackerman, Cheryl, M.; Uribe-Zarain, XimenaThrough federal funding of a National Science Foundation grant, the Math and Science Education Resource Center has been implementing Delaware Secondary Mathematics Partnership Project, the goal of which is to help at-risk students by improving the instructional techniques of their teachers through a video-taping and critique process. Observations of teachers participating in the Math Partnership Project were conducted to determine how teaching techniques change over the school year. Staff from the Delaware Education Research and Development Center conducted 38 observations of math lessons during fall 2007 and 34 observations during spring 2008. Thirty teachers observed in spring were also observed in fall. The observations conducted included three main components: The design and implementation of the lesson, mathematics content, and elements of classroom culture. Results indicate improvement in some areas of instruction from fall to spring, and a decrease in performance in other areas. The highest overall performance is the classroom culture component. The area needing the greatest improvement is mathematics content.Item Math Partnership Project Evaluation: Year 5(Delaware Education Research & Development Center, 2009-09-08T19:21:26Z) Uribe-Zarain, XimenaObservations of teachers participating in the Math Partnership Project were conducted to determine how teaching techniques changed over the school year. Staff from the Delaware Education Research and Development Center conducted 35 observations of math lessons during fall 2008 and 35 observations during spring 2009. Thirty of the teachers observed in spring were also observed in fall. The observations conducted included three main components: The design and implementation of the lesson, mathematics content, and elements of classroom culture. The data gathered indicate a positive change towards better teaching techniques; in all three components.Item Powerful Pedagogical Practices Evaluation report Year 1(Delaware Education Research & Development Center, 2009-07-08T19:21:38Z) Uribe-Zarain, XimenaThis evaluation report, prepared by the Delaware Education Research and Development Center, includes a description of the performance of a group of Delaware mathematics teachers who participated in the Powerful Pedagogical Practices (P-cubed) project in the school year 2008-2009. This is the first year of the evaluation.Item Project C.H.A.N.C.E.: Interim Evaluation Report, Year 3(Delaware Education Research & Development Center, 2002-11) Ackerman, Cheryl M.; Heim, Mary; Uribe-Zarain, XimenaThis evaluation report, prepared by the Delaware Education Research and Development Center, includes an accounting of Project C.H.A.N.C.E.’s third year of implementation. It is intended to provide summative information about the program’s effectiveness. Information related to parent understanding of the importance of literacy, parent involvement and school relations, student achievement, student health and wellness, student discipline, and parent and student drug awareness is discussed. To gather this data, parent surveys, student focus groups, and school records were used.Item DE Reading First students' motivation and opportunity to read: Student survey results(Delaware Education Research & Development Center, 2007-04-08T19:29:42Z) Grusenmeyer, Linda; Uribe-Zarain, XimenaThis study surveyed and compared reading motivation and reading behaviors of first, second, and third graders in Delaware Reading First (DERF) schools with that of similarly aged students in comparison schools and a national sample. Data for this study was gathered in the fourth year of DERF’s five year implementation and was used to answer broader questions of the program’s impact on students: Do Reading First students read more frequently? Are they more positively disposed toward reading?Item Relationship between Performance on DIBELS Oral Reading Fluency and Performance on the Reading DSTP(Delaware Education Research & Development Center, 2006-08-13T14:04:21Z) Uribe-Zarain, XimenaThis study was conducted to determine if the measure of reading fluency in the DIBELS is a reliable predictor of reading performance on the Delaware Student Testing Program (DSTP) in third grade. Given the three DIBELS ORF outcome levels and considering whether the student met or not the DSTP standard, students were classified into different groups. In particular, this study examines the characteristics of the students who are in these groups.Item School-Based Teacher leaders: Longitudinal Report(Delaware Education Research & Development Center, 2009-10-08T19:52:02Z) Uribe-Zarain, XimenaThis evaluation report, prepared by the Delaware Education Research and Development Center (R&D Center), includes a description of the performance of a group of mathematics teachers who participated in the School Based Teacher Leaders (SBTL) project from 2005 until 2009 in the state of Delaware. During five years trained observers from our center conducted classroom observations as part of the annual evaluation of the project.Item School‐Based Teacher Leaders: Longitudinal Analysis(Delaware Education Research & Development Center, 2009) Uribe-Zarain, XimenaThis evaluation report, prepared by the Delaware Education Research and Development Center (R&D Center), includes a description of the performance of a group of mathematics teachers who participated in the School Based Teacher Leaders (SBTL) project from 2005 until 2009 in the state of Delaware. During five years trained observers from our center conducted classroom observations as part of the annual evaluation of the project.