MERC Publications

 
Publications from the Metropolitan Educational Research Consortium(MERC), housed in the VCU School of Education.

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Submissions from 2016

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An Examination of the Nature of Post-Observation Feedback Provided to Middle School Mathematics Teachers, Christine Trinter and Heather Carlson-Jaquez

Submissions from 2015

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Response to Intervention to Educate the Diverse Needs of Elementary Students, James H. McMillan, Valerie J. Robnolt, and Amy C. Hutton

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Capturing the Social/Emotional World of Students, David Naff and Jesse Senechal

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Using Social Emotional Data for School Improvement: A Case Study of Goochland County's Use of the Gallup Student Poll, David Naff and Jesse Senechal

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Academic Rigor: A Research Report, Gabriel Reich, Volkan Sevim, and Amanda Turner

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Rethinking School Improvement: The Case for Networked Improvement Communities, Jesse Senechal

Submissions from 2014

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Opportunities to Personalize Teacher Learning: Innovative Approaches to Bridge Evaluation and Professional Development for Continuous Improvement, Laura Kassner

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Middle Grades Math: Assessing the Debate Over the When and How of Algebra, Jesse Senechal

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Middle Level Learning: Compendium of Research and Best Practice, Jesse Senechal and JK Stringer

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Middle School Mathematics Teacher Evaluation: The Role of Subject Matter in Supervisor Feedback, Christine Trinter and Heather Carlson-Jaquez

Submissions from 2013

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Mix it Up with Blended Learning in K-12 Schools: A Review of Literature, Laura Kassner

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An Examination of Project Based Learning at the Secondary Level: A Review of Literature, Candace Mirabile

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A Review of Literature on Teaching Evaluation, Martin Reardon

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Academic Rigor for All: A Review of Literature, Gabriel Reich, Volkan Sevim, and Amanda Turner

Submissions from 2012

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Formative Assessment and Benchmark Testing: Phase 2, Lisa Abrams, Divya Varier, and James H. McMillan

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Online Learning: Exploring the Landscape, Jonathan D. Becker, Jesse Senechal, and Charol Shakeshaft

Submissions from 2011

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Teacher Evaluation: Artifacts that Document How the Work of the Teacher Results in Student Academic Progress, Heather J. Bumgarner and Kristina Anthony

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Percentile Growth Modeling: A Policy Response to Educational Accountability, Martin Reardon

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Encourage Self Regulated Learning in the Classroom, Sharon Zumbrunn, Joseph Tadlock, and Elizabeth Danielle Roberts

Submissions from 2010

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Formative Assessment Practices with Benchmark Testing: Phase I, Lisa Abrams, Angela P. Wetzel, and James H. McMillan

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An Evaluation of Program and Personnel Preparation Needs for Students with Autism Spectrum Disorders, Maureen A. Conroy, Carol Schall, and Joy Engstrom

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Indicators, Trends and Promising Interventions in Dropout Prevention: A Review of Literature, Donna J. Dockery and Risha Berry

Submissions from 2009

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Reading Strategies for Middle and High School Students: A Review of Literature, William Muth

Submissions from 2008

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The Relationship between Classroom Assessment Practices and Student Motivation and Engagement, Kathleen M. Cauley, Lisa Abrams, Gina Pannozzo, James H. McMillan, and Jessica Hearn

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Issues, Challenges, and Needs of High School ESL and Content-Area Teachers in the Richmond Metropolitan Area, Seonhee Cho and HaNa Kim