Faculty Research Residencies of the National College of Education provide a vehicle for curriculum renewal through small field engaged research projects. Each residency convenes a team of faculty members to work on a project that:

  1. Identifies a problem of practice for investigation
  2. Develops a coherent research plan to investigate the problem in one or more schools
  3. Targets three or more courses that are delivered within or across academic programs that will be improved as a result of the proposed research

This series includes the final reports from these residencies. For questions about the NCE Research Residencies, please contact Diane Salmon.

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Submissions from 2016

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A Study of the Graduates of the Adaptive Cycles of Teaching (ACT) Model: A Practice-centered Approach to Teacher Preparation, Ruth Freedman, Diane Salmon, Sophie Degener, and Debbie O'Connor

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Developing an Effective Urban Public Schools Principal Cohort Program, Harrington Gibson and Elizabeth Minor

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First-year AUSL Teachers' Readiness to Support Rigorous and Engaging Instruction, Janet Lorch, Craig Cunningham, and Sunshine Kapp

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Culturally Responsive Pedagogy and Family Engagement: Participation in a Networked Improvement Community, Elizabeth Minor, Ayn Kenneman, and Arlene C. Borthwick

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The Effects of Using Adaptive Cycles of Teaching (ACT) with In-service General and Special Education Teachers on the Implementation of High Leverage Literacy Practices and Student Outcomes, Madi Phillips, Diane Salmon, and Ruth Freedman

Submissions from 2015

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The Role of Mentor Teachers in the National College of Education, Adaptive Cycles of Teaching (NCE ACT) and the Improvement of the NCE ACT, Ruth Freedman, Madi Phillips, and Diane Salmon

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How are teachers using primary sources to meet Common Core literacy standards in English/Language Arts, Social Studies, and Science?, Mark Newman, Sophie Degener, and Xiuwen Wu

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Impact on P-12 Student Learning: Perspectives from Multiple Stakeholders, Xiaoli Wen, Geri Chesner, Ayn Keneman, and Arlene Borthwick