Table of Resources
| Project ID |
Principal Investigator |
Project Title |
Brief Description |
Research Methods |
Significant Findings |
Who was affected? |
Publication |
| 2004-01 |
Nancy Burstein (Co-authors include Judy Downs-Lombardi, and David Kretschmer) |
CSUN-PRESERVICE TEACHERS |
Professional Preparation: This article described the Accelerated Collaborative Teacher (ACT) Preparation Program, a pre-service teacher prep program developed in a school-university partnership. |
Enrollment in ACT triples. 86% of candidates earned a credential 65% of those credentialed are teaching in the urban school district in which they were prepared. 87% of candidates completed the program in one year. 90% self-reported being well prepared f |
583 Act candidates enrolled from 1998-2003 |
Academic Exchange Quarterly (2004), (8) 1 |
2004 |
PRJ
2006-01 |
Ivan Cheng |
LAUSD-District 2 2 Middle Schools: Pacoima 19647336058218
, Olive Vista 19647336061550
, San Fernando 19647336058283 |
Professional Development: Intersessional Teaching and Training Project for Teachers regarding learning and mathematics. Student teachers as well as inservice teachers learn to use the SITTE model of teaching mathematics and then apply this method in thei |
Significant gains on distric Periodic Assessment and on Standardized tests. Overall students who took Algebra as part of the intervention performed 2% higher than studetns who did not participate in intervention. On CST the SITTE students exceeded the dis |
Across three schools: 5 student teachers, 4 mentor teachers, 294 students in HS Algebra |
California Postsecondary Education Commission Improving Teacher Quality (CPECITQ) Technical Report (2006) http://www.csun.edu/~icheng |
2006 |
| 2006-02 |
Beth Lasky & Belinda D. Karge |
zHAVE CONTACTED AUTHOR, WAITING FOR RESPONSE |
This study examines the formal training and experience principals in a variety of school districts in sourthern California Research questions: What information do principals receive in university programs to prepare school administrators? What experience |
The data clearly define a need for increased training of prpincipals in the area of special education during enrollment tin pre-service administration programs and while on the job. 58% felt course work was very critical to their development. |
205 principals from 28 school districts in southern California |
National Association of Secondary School Principals (2006), 90(1): 19-36 |
2006 |
| 2007-01 |
Debbie Leidner, Rick Castallo, |
LAUSD-Local Districts 1,2,3,4,5,6,7& 8 |
Professional Preparation: Program designed to prepare LAUSD classroom teachers and teachers in positions as coordinators to earn their basic administrative credential and become highly competent administrators who are prepared to implement change for the |
1. Candidates responses to surveys and interviews indicate: a) high level of applying knowledge and skills learned in coursework and field activities, and b) satisfaction with the program. 2. Responses to real-world scenarios |
42 candidates passed the principal certification test. |
Federal Gov't Grant |
2007-2010 |
| 2008-01 |
Julie Gainsburg |
LAUSD-Local Districts 1 and 2 |
Research: Secondary mathematics teachers were surveyed about their understanding and use of real world connections, their purposes for making connections in teaching, and factors that support and constrain this practice |
The survey results suggest that teachers' main goal is to impact mathematical concepts and skills, and that developing students' ability and disposition to recognize applications and solve real problems is lower priority. Professional development should t |
67 secondary math teachers |
The Journal of Mathematics Teacher Education (2008), 11(3), 199-219 DOI: 10.107/s10857-007-9070-8 |
2008 |
| 2008-02 |
Peggy Johnson |
School district in San Diego County |
Research: The article hypothesizes that when school leadership teams (SLTs) and the central office engage collaboratively in professional development about the tasks of the leadership shared mental modules are more likely to develop. |
Findings indicate a growing congruence between the district and SLT's mental modules regarding the task of leadership. This study is significant in showing that with professional development SLT's could serve as an important bridge between the central of |
Five elementary schools agreed to participate with four other school districts in a national study. The SLT's ranged in size from 10-15 members. |
Education Administration Quarterly, June 2008, 40: 730-750 Link: http://eus.sagepub.com/cgi/content/abstract/40/6/730 |
2008 |
| 2008-03 |
Scott Plunkett, (co-authors: S. Abarca-Mortensen, T. Sands, B.J. Houltberg, C.S. Henry) |
UNKNOWN |
Research: This study used dominance analysis to examine the relative importance of ninth grade, Mexican-origin adolescents' perceptions of academic support from significant others (i.e., mothers, fathers, teachers, and friends) in relation to aspects of |
In the bivariate analyses, adolescents' perceptions of both fathers' and mothers' support showed significant positive relationships with adolescent girls' and boys' acadmic motivation and academic satisfaction. Academic support from fathers contributed ad |
216 Mexican-origin, ninth grade students from one public high school in Los Angeles |
The Journal of Early Adolescence (May, 2008), 28: 333-355 Link: http://jea.sagepub.com/content/28/3/333 |
2008 |
| 2009-01 |
Peggy Johnson |
California Research Site (The CRS is at a school district in San Diego County) |
Research: The research project tests the value of providing professional development (PD) to school leadership teams using the Effective Schools framework and research as a process to improve student learning |
1. There were no significant gains in standardized test scores in English Language Arts by eith the 2nd or 3rd grade cohorts of students that were followed for the three years. 2. There were significant gains in standardized test scores mathematics for |
Second and third grade classrooms in 10 California elementary schools. Twelve schools in two other states. |
The Four Quartets Research Project Effective Schools for the 21st Century (ES21) Peggy Johnson (2009) |
2009 |
| 2009-02 |
Shiuli Mukhopadhyay (co-authors: Noel Enyedy, Laurie Rubel, Viviana Castellon, Indigo Esmonde, Walter Secada) |
zHAVE CONTACTED AUTHOR, WAITING FOR RESPONSE |
Research: The study reexamines revoicing in a multilingual high school algebra classroom and the systematic ways that revoicing is used by a particular teacher across languages. Revoicing stimulates student debate. Revoicing 1) positions and evaluates a |
Findings challenge the assumption that revoicing is necessarily tightly connected with classroom argumentaion. |
Four bilingual high school mathematics teachers |
Mathematical Thinking and Learning (2009), 10: 134-162 DOI: 10.1080/10986060701 |
2009 |
| 2009-03 |
Mira Pak |
zHAVE CONTACTED AUTHOR, WAITING FOR RESPONSE |
Intervention Study: Podcasts were used to scaffold conceptual understanding of academic compositions, resulting in better understanding structure in academic writing. English Learners can easily view the course material repeatedly, improving learning. |
95% of students reported that iPods added to their classroom experiecne, and 90% reported that podcasts helped them better learn the curriculum. |
25 community college students |
California English (February, 2009), 14 (13): 20-22 |
2009 |
| 2009-04 |
Scott Plunkett, (co-authors: B.Y. Choi, T. Sands, A.O. Behnke) |
Have asked author if we could at least include the LA County Districts, waiting for response. |
Research: The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents' academic achievement in immigrant families. |
The study indicated some differences between genders, generational statuses, and ethnicities. Adolescents' perceptions of monitoring by mothers and fathers as measure by student surveys were indirectly related to grades through academic engagement. Perc |
1,245 adolescents from four high schools in Los Angeles County. |
Journal of Youth and Adolescence (2009), 38: 257-268 DOI: 10.1007/s10964-008-6325-4 |
2009 |
| 2009-05 |
Merrill Simon, (co authors: Howard Lee, Esau Tovar) |
CSU Northridge |
Research: Development and validation of the College Mattering Inventory with community college and university students. Items for the Inventory were crafted to reflect various aspects of perceived mattering by college students: importance, attention, supp |
Results of the confirmatory factor analysys support a well-defined, simple factorial structure - although the analyses do suggest a small degree of measurement non-variance for gender. The small to medium scale inter-correlations between the College Mat |
3,139 university and community college students |
Measurement and Evaluation in Counseling and Development (December, 2009), 42: 154-178 Link: http://mec.sagepub.com/cgi/content/abstract/42/3/154 |
2009 |
| 2009-06 |
Kathleen Rowlands |
LAUSD-LOCAL DISTRICT Lassen Elementary |
Academic Support for Pupils: Young Writer's Camp - 12 days |
27 of 47 participants responded. Results indicate positive growth on all items. Tests of significance were not conducted. |
47 Pupils grades 4 - 11 |
California Writing Project. Technical Report |
2009 - 2010 |
| 2009-07 |
Kathleen Rowlands |
LAUSD-Daniel Webster MS, George E. Hale MS, Granada Hills Charter HS, James Monroe HS, Van Nuys HS, Dubnoff Center CONEJO VALLEY UNIFIED: Newbury Park HS, Westlake HS, OTHER DISTRICT Sierra Canyon |
Professional Development for teachers: Three Saturdays and 4 contiguous weeks of preparation on 1) the use of technolgoy for teaching writing and reading comprehension |
85 - 98.2% indicated a positive influence on classroom practices such as gaining teaching strategies, expanding vision of pupils' capabilities as writers, learning strategies for teaching pupils to write, and improving their skills in assessing pupils' p |
14 teachers middle and high school. These teachers taught 2,012 students |
NWP 2010 Summer Institute Site Level Report |
2009 - 2010 |
| 2009-08 |
Kathleen Rowlands Saturday |
LAUSD-Chase St. Elementary, Colfax Ave. Elem., Century Learning Center, Chatsworth HS, Birmingham HS, Westlake HS, Lassen E., Newbury Park HS, Jane Addams Continuation, Northridge Academy HS, James Garfield HS, Palmdale HS, Queartz Hill HS, W.S. Hart HS, |
Study group of teachers on teacher action research. |
0 |
0 |
0 |
2009 - 2010 |
| 2009-10 |
Norm Herr |
LAUSD-Pacoima HS Olive Vista HS San Fernando HS |
Professional Development: Summer institutes and monthly workshops for inservice teachers led by university instructors, teacher leaders, and master teachers. Sessions on research - based practices to enhance teacher effectiveness in biology, chemistry, |
0 |
50 teachers and approximately 1500 pupils |
0 |
2009 - PRESENT |
| 2009-11 |
Carrie Rothstein-Fisch, Greg Knox, Renee Ziolkowska, Nancy O'Rode, Virginia Kennedy |
Northridge Hospital Children's Center - Bright Horizons, Camp Amgen-Bright Horizons Children's Centers, Bright Horizons Sony, Our Community School, One Generation, College of the Canyons Center for Early Childhood Education, Child Development Institute, C |
Professional Development: Instructors received intensive training on the Bridging Cultures Model of Classroom Interaction. Through their methods courses, these instructors in turn trained student teachers in the use of the model. The student teachers had |
0 |
150 student teacher candidates, 6 CSUN instructors, about 4,500 K-12 pupils |
Center for Teaching and Learning |
2009-2010 |
| 2010-01 |
Nancy Burstein |
LAUSD-Local District 1 & 2 |
Professional Development: Incorporating Neurodevelopmental (ND) methodology in teacher preparation. Evaluation: ND trained Act Candidates were compared to non-ND trained teachers on specific items of the Performance Assessment for California Teachers (PA |
ND trained ACT candidates were more likely to differentiate instruction and earned higher mean scores on four ND related PACT items than non-ND trained candidates |
98 teacher candidates, 17 instructors, 28 supervisors, 163 mentor teachers |
ORFALEA Technical Report (2010) |
2010 |
| 2010-02 |
Bonnie Ericson, Sandra Chong, April Taylor, Kate Stephenson & Kellie Evans |
LAUSD-LOCAL DISTRICT Northridge Academy High School |
Academic Support for Pupils: Tutoring focused on helping students pass the ELP and EPT. On a volunteer basis, senior HS students at NAHS come for tutoring focused on passing the EPT and ELM. |
(blank) |
Approximately 16 - 20 pupils |
(blank) |
2010 |
| 2010-03 |
Michele Wittig |
LAUSD-LOCAL DISTRICT Northridge Academy High School |
Academic Support for Pupils: Tutoring in English and Math classes (focus on statistics & probability. |
(blank) |
Approximately 55 pupils |
(blank) |
2010 |
| 2010-04 |
Susan Auerbach Shartriya Collier |
LAUSD-Sharp Elem. Hazeltine Elem. Van Nuys Elem. Fernangeles Elem. |
Support for Parents: Workshops for Parents in English Skills Development and Family Literacy. Program Consisting of highly focused workshops targeted for parents of students (mainly English Learners) who score Basic, Below Basic, and Far Below Basic on |
0 |
130 parents |
PSAA Final Report |
2010 |
| 2010-05 |
Peggy Johnson |
School district in San Diego County |
Research: This study investigates how linkages between a central office and its schools served as administrative controls while fostering professional accountability and organizational learning. |
The research begins to clarify how linkages between central office and schools need to be coordinated and which ones may need to be in place for success. Rational and ideological linkages are essential for enhancing commitment and professional accountab |
45 school leadership team members, 5 principals, and 10 central office leaders |
Education Administration Quarterly, October, 2010, 46(5) 738-775 Link: http://eaq.sagepub.com/content/46/5/738 |
2010 |
| 2011-01 |
Christina Von Mayhauser |
LAUSD-LOCAL DISTRICT Julie Korenstein Elementary School |
Professional development: The art of facilitating higher order thinking and the development of deeper classroom conversation |
(blank) |
30 LAUSD teachers |
(blank) |
2011 |
| 2011-02 |
Greg Knotts (co-author D. Gregorio) |
UNKNOWN |
Intervention: Curriculum taught by the Gay Men's Chorus of Los Angeles A-Live Music Project brings live music an stardards-driven curriculum to high school youth with the express purpose of teaching content in innovative ways and encouraging students to |
Student responses reflect a raised awareness of racism, classism, misogyny, and homophobia. Effective use of combination of live performance, historical/factual content, and personal testimony to lower homophobia, anxiety, and anti-gay prejudice.. |
101 high school students |
Journal of LGBT Youth, (2011), 8:66-83 |
2011 |
| 2011-03 |
Greg Knotts |
UNKNOWN |
Research: This study describes research conducted with elementary pre-service teachers and the Education Outreach Project of the Gay Men's Chorus of Los Angeles (GMCLA). |
The presentation surveys relayed the effects on pre-service teachers in terms of raised consciousness in the following areas: use of the arts, racism and classism, misogyn and homophobia. Using the A-Live Music Project curriculum disrupted the pre-servic |
49 elementary pre-service teachers |
Hawaii International Conference on Education, Honolulu, Hawaii, January 4-7, 2011 |
2011 |
| 9999-0 |
Larry Oviatt |
LAUSD-LOCAL DISTRICT 1 Elementary School # 12 |
Professional Development; CSUN student teachers taught art lessons to students in grades 2 - 5 with the goal of learning to use art to teach the core curriculum. Professional development for staff at Julie Korenstein Elementary School on the subject of t |
(blank) |
18 CSUN Candidates |
Partnership school |
(blank) |
| 9999-1 |
Ivan Cheng |
LAUSD-LOCAL DISTRICT San Fernando Middle School |
Classroom Intervention: The slope representation of fractions ws taught to a group of ninth graders who were repeating first year algebra. Research: Describes the impact on a method for helping pupils to develop a deeper understanding of fractions while |
(blank) |
(blank) |
(blank) |
(blank) |
| 9999-2 |
Miguel Ceja |
CSUN- |
Research: This study explores the influence of student-faculty interactions on the Ph.D. aspirations of Chicana students. |
Findings indicate that faculty of color are important role models for Chicanos aspiring towards the Ph.D. |
17 Chicana students (at the undergraduate senior and master level) who had submitted or planned to submit within one to three years applications to Ph.D. programs |
The Journal of the Professoriate (2010), 3(2): 75-100 |
(blank) |
| 9999-3 |
Ashley Skylar |
CSUN Teacher Candidates |
Intervention Study: Investigates whether asynchronous and synchronous online instruction resulted in differences in student performance, student satisfaction, or student perception of their technology skills. |
The results suggested that both synchronous and asynchronous lectures are effective in delivering online instruction. 3/4 of the studetns indicated that they prefer online courses that use synchronous web conferencing lectures (suggesting the importanc o |
44 pre-service general education and special education CSUN teacher candidates |
Isssues in Teacher Education (Fall, 2009), 18(2): 69-84 |
(blank) |
| 9999-4 |
Sally Spencer |
UNKNOWN |
Intervention Study: This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word-identification and reading-comprehension outcomes of middle-school students with severe reading delays. |
The experimental group made significantly more progress than the control group on the Phonemic Decoding Efficiency Assessment (TOWRE, 1999), the TOWRE Sight Word Eficiency, and mean Residualized Gain Scores (RGS) for GORD-III Rate. No significant differe |
60 middle-school students |
Learning Disabilities Research and Practice (2010), 25 (2) 76-78 |
(blank) |
| 9999-5 |
Beth Lasky |
UNKNOWN |
Research: The study looks at Inclusive Practices for students with disabilities. A longitudinal study was conducted to compare an experimental group of students who were fully included to a similar group of students who were in Special Day Classes |
(blank) |
2 Teachers Approximately 50 students |
(blank) |
(blank) |
| 9999-6 |
Sabrina Peck |
Burbank Unified-Burbank Adult School |
Professional Development: A unique adult-based program at Burbank Adult School taught both English as a Second Language (ESL) and tutoring skills to adults, so that they in turn could teach/support their children in language acquisition |
Many successful activities were theme-based. By using a set of related activities over several days, teachers were able to accommodate parents and children. For instance, one set of activities dealt with emergency situations at home. |
(blank) |
(blank) |
(blank) |
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Table of Research Projects 