The Research and Evaluation Group has produced a wide range of products and services over the years. Below are examples of data collection instruments and analytic reports.
RB1: Understanding Implementation of OBPP. The first in a series of research briefs explores the nature of teachers’ understanding of, and commitment to, a bullying prevention program.
RB3: Bullying Behaviors in Pennsylvania Schools. Examining a sample of nearly 30,000 students, this research brief examines differences in frequent bullying victimization by key school characteristics.
RB4: Addressing Obesity in Rural Pennsylvania. This research brief focuses on the interplay between rural communities, poverty and obesity through analysis of state and national data to highlight obesity related issues that are more prevalent in rural areas.
RB5: Olweus Bullying Prevention Program in High Schools: A Review of Literature. This research brief summarizes the literature on bullying among high school students and provides information about the application of bullying prevention programs, including the Olweus Bullying Prevention Program, in American high schools.
RB6: Implementing the Olweus Bullying Prevention Program: How school administrators can improve program effectiveness. This research brief identifies common challenges experienced by schools that have implemented the Olweus Bullying Prevention Program; and discusses ways that school administrators may address bullying by promoting implementation of this research-based program with high fidelity.
RB7: STEM in Out-of-School Time Programs. This research brief examines the frequency with which science, technology, engineering and math (STEM) curricula are taught in out-of-school time (OST) programs and the comfort level that OST staff report when teaching STEM.
RB8: Building Support for English Language Learners. This Research Brief examines the role of principals in creating school-wide collaboration so that ELs can succeed.
Teaching STEM in Afterschool:
Correlates of Instructional Comfort (PDF format)
Correlates of Instructional Comfort. Teachers in afterschool programs are increasingly asked to teach STEM. This manuscript describes conditions that can impede or enhance teachers’ efforts in doing so.
This paper examines a novel approach to student-teaching (co-teaching), to understand how it can improve self-efficacy and collaboration, particularly in different types of schools.
Understanding How Teachers and Principals See School Violence Differently
What factors influence the level of agreement between teachers and principals on matters of school violence? This conference paper (American Evaluation Association 2008 conference) explores numerous individual and school factors researchers should consider when relying on informants at different levels of school systems.
Program officers are often concerned about whether their targeted populations are being reached in terms of multiple factors. To assist Penn State University target its deployment of an ESL program, the Center produced a picture of ELLs and Pennsylvania schools not making AYP.
New teachers are commonly provided with different supports in their first years of teaching, to enhance their practice and stave off attrition.
Parents as Teachers Sites Locations and basic information of PAT sites across Pennsylvania.