Scholastic Research and Reports on Education and Classroom Technology
Scholastic and the Bill & Melinda Gates Foundation publish the Primary Sources series of reports in order to place teachers’ voices at the center of the conversation on education by sharing their thoughts and opinions with policymakers, the media, the field of education and the public.
Primary Sources: America's Teachers on Teaching in an Era of Change
Fielded in July 2013, Primary Sources: America’s Teachers on Teaching in an Era of Change is a survey of more than 20,000 public school teachers from every state, urban and rural districts and who are representative of novice and experienced professionals at all grade levels and in all specialties.
Primary Sources: America's Teachers on the Teaching Profession
Primary Sources 2012: America’s Teachers on the Teaching Profession surveyed more than 10,000 public school teachers on topics such as raising student achievement, measuring student and teacher performance, the growing challenges students face, and the school and community supports essential to keeping good teachers in the classroom.
Primary Sources: America's Teachers on America's Schools
In Primary Sources: America's Teachers on America's Schools (released in 2009), Scholastic and the Bill & Melinda Gates Foundation asked 40,000 of our nation's public school teachers for their thoughts on American education. It continues to be recognized as the largest-ever national survey of teachers.
Kids & Family Reading Report™
The Kids & Family Reading Report is a national survey sharing the views of both kids and parents on reading in the increasingly digital landscape and the influences that impact kids’ reading frequency and attitudes toward reading. It is a bi-annual report with 2013 unveiling the fourth edition.
School Libraries Work!
This research foundation paper, updated from the 2006 edition of School Libraries Work!, brings together position statements from a variety of organizations and findings from nearly two decades of empirical studies that cite the measurable impact school libraries and library media specialists have on student achievement. It includes excerpts from a Congressional presentation made by the National Committee on Libraries and Information Science in June 2007; the results of new studies from Delaware, Indiana, Wisconsin, and the Canadian province of Ontario; as well as new data, statistics, resources, and strategies to help principals, school board members, teachers, and library media specialists support and improve their library media centers.
Adolescent Literacy: A National Crisis
Even as the nation seeks to improve early literacy, there must be a commitment of resources, time, and staff to provide reading instruction for adolescents with low literacy skills. Investing in age-appropriate, research-based reading intervention now will avoid future spending on public welfare, unemployment benefits, and the criminal justice system. It will also allow the current generation of adolescent students to experience success in school and in life.
Literacy Instruction for Older Readers
What is the role of technology in literacy instruction? Dr. Ted Hasselbring, Laura Goin and members of the Cognition and Technology Group at Vanderbilt proposed an answer to this question with the development of a technology-based intervention program. In this article, Hasselbring and Goin describe the development the Peabody Learning Lab, which is based on the theoretical understanding of reading acquisition and sound pedagogical principles, enhanced through the use of integrated media.
Research on Professional Development
This Scholastic Professional Paper has two objectives. The first is to inform teachers and school administrators about conceptual work and empirical research on “what works” in professional development. In particular, the paper offers a set of principles for effective professional development and explores adult learning theory and studies of teacher professional development, emphasizing research on professional development for reading instruction. The second objective is to inform readers about Scholastic Red, a teacher professional development program for reading instruction that incorporates these principles and research findings.
Texts and ELLs Scaffolding Entrée to Reading
What is the best beginning reading text for English Language Learners? To answer this question, we look to the research of Dr. Elfrieda Hiebert. Dr. Hiebert has worked in the field of literacy acquisition for 35 years, and is currently a Visiting Research Professor at the University of California, Berkeley. Her recent work examines the impact of text features on young students whose native language is not English.