Nicole Roberts

Decreasing Student Problem Behavior: Paraprofessional Training and Coaching for Effective Behavioral Intervention

Behavior problems are a significant obstacle to student learning, and schools have a responsibility to effectively intervene and manage student behavior. The school staff who are responsible for dealing with student behavior require training to be effective in their roles. The purpose of this action research project was to investigate the impact of professional developmentread more

Increasing Novice Teachers’ Planning Capacity Using Co-planning, Master Teacher Observation, and Video Reflection

Novice teachers enter the classroom after pre-­‐service programs with expectations to perform the same duties as veteran teachers. Among the demands on all teachers is the nuanced skill of lesson planning. Improving novice teachers’ planning capacity is an overlooked component of most professional development. The purpose of this action research was to improve novice teachers’read more

Improving Writing Instruction Through Professional Learning Communities

Proficiency in written communication is an essential skill for achieving success in post-secondary education, as well as in professional work in most occupations and organizational structures. Therefore, young people with low levels of proficiency in writing face an insidious, invisible barrier to entry to successful college and career pathways. A More Perfect Union High Schoolread more

Making Meaning of Mathematics

High quality instruction is an critical element to the success of all students, but particularly essential in schools working with high needs population due to low- socioeconomic impacts and a higher number of English Language Learners. Beacon Academy in Furschtein School District is one of these high needs schools. Research has shown that improvements inread more

Professional Learning Communities & Instructional Coaching

In order to increase student achievement, for students who are consistently not meeting the standards, and for those exceeding the assessed standards, the school utilized the Professional Learning Community (PLC) protocol to develop capacity in teachers to use student data to inform instruction. Additionally, Instructional coaching was implemented to support three teachers in designing differentiatedread more

Developing Independent Learners Through Metacognition

Students must be able to direct their own learning to succeed in college, career, and life. As have many researchers studying high school and college populations, I found this capacity lacking in my 11th and 12th grade AP Psychology students. One recurring piece of evidence was that students regularly construct incomplete mental models, often distractedread more

Utilizing PLC and Coaching to Support Students in Purposeful Academic Conversations

Costano, a K-8 school located in East Palo Alto, serves a low –socio economic and ethnically diverse community, of which 65% are English-language learners. After conducting several rounds of classroom observations at Costano it became apparent that while teachers delivered instruction that was of high quality and mostly engaging, they were not providing enough meaningfulread more

Coaching Metacognition: A Study in Developing Accurate Self- Assessment in Novice Teachers

School quality across the country hinges on high quality instruction from effective teachers. Teacher quality and development are of the utmost importance to all schools, but particularly those in low-income neighborhoods with high minority and English-Learning populations. These are areas where teacher turnover is high, and school staffs are generally more inexperienced than schools inread more

Supporting Teachers in Providing Feedback to Students: A Multifaceted Approach to Skill Development in Teachers

Much research has been done around the effects of non-­‐cognitive skills on student achievement. One non-­‐cognitive skill in particular, student ownership of learning, has been proven to increase academic progress significantly. At Leadership Public Schools, San Jose, many students were failing and were not demonstrating the skills necessary to improve their grades. This action researchread more

Decreasing the Achievement Gap through Increasing Parents’ Knowledge and Skills: A Focus on Parent Engagement

In order to ultimately decrease the Achievement Gap, this study focuses on increasing, specifically Latino parent engagement. Throughout the study I investigated parents’ institutional belief of education, their growth in knowledge and skills, participation in their scholar’s education, and their relationship with the school, teachers, and most importantly their scholars. The intervention consisted of multipleread more