A-Z List of Free SEDL Publications
Below is a list of SEDL publications available free online. There are additional publications available in the SEDL Store, where SEDL lists the publications available for sale.
There are 252 free resources available to you.
Click here to show publications starting with the letter or number:
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, R, S, T, U, V, W, Y
| Taking Charge of Change (2006; 2nd printing, with minor additions and corrections, 2008; revised version uploaded on Lulu.com, 2014.) This easy-to-read introduction to the Concerns-Based Adoption Model is a cornerstone in the school-change literature. The book provides concepts, tools, and techniques that educators can use to facilitate school change and improvement programs.  | 
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| Teacher as Facilitator: Classroom Compass - Volume 1 Number 1 (1994) This newsletter's main article, Working for Reform, looks at the idea of teacher as facilitator - a basic part of the reformed classroom. | 
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| Teacher Preparation Programs: Research and Promising Practices: Texas Comprehensive Center Briefing Paper, Number 11 (2012) The literature on teacher preparation programs in the United States is extensive. However, there is limited scientifically based research on what kind of program produces effective teachers; rather, the literature consists mostly of calls for change in teacher preparation programs. Almost all experts agree that major changes are needed in these programs, with the emphasis being to produce teachers who are effective in enhancing student learning. This paper reports evidence-based research and offers suggestions based on studies that include theoretical work, qualitative analysis, statistical analysis, and randomized experience that could provide strong causal evidence of the effects of teacher preparation on student learning. | 
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| Teacher Resources and Student Achievement in High-Need Schools (2006) With the growing federal, state, and local policy emphasis on teacher quality and student achievement, the Southwest Educational Development Laboratory (SEDL) investigated teacher resources and their relationship to student achievement in Arkansas, Louisiana, and Texas. The purpose of this study was to provide policymakers with information about the relationship between teacher salary, experience, and education, and the relationship between these teacher resources and student achievement, particularly in high-need schools. | 
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| Technology in Afterschool: A Guide to Using the Afterschool Training Toolkit for Professional Development (2008) This guide focuses on using a practical staff development model for learning about the six technology practices featured in the Afterschool Training Toolkit and how they can support learning. Each technology practice is introduced with two to four activities ranging in length from 15 to 20 minutes. Activities include watching videos, planning lessons, and reading related resources. | 
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| Technology in Afterschool: An Instructor's Guide to the Afterschool Training Toolkit (2008) The six promising practices in afterschool technology identified in the Afterschool Training Toolkit are as follows: Developing Self-Expression and Creativity; Gathering and Sharing Information; Finding and Solving Problems; Living and Working With Technology; Learning in Virtual Spaces; Building Skills and Understanding. When used with the Afterschool Training Toolkit, the lessons in this instructor’s guide will help you master these promising practices. Once you become proficient at these practices, you should be able to use them to develop other technology lessons. | 
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| Teenage Parents and Their Educational Attainment: Texas Comprehensive Center Briefing Paper, Number 5 (2011) Becoming a parent, at any age, can be a life-altering experience. Regardless of race, education, and socio-economic status, motherhood—and fatherhood—uniformly places demands on one’s life that were non-existent prior to the birth of a child. When school-aged students become parents, the new responsibilities can be overwhelming. For teenage parents who lack support from their own parents, this experience can be even more daunting as they seek support in adult-oriented systems, which even older parents may find challenging. | 
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| Texas Focus, Vol. 1, No. 4 (2008): Collecting, Interpreting and Using Data in the Working Systemically Approach (2008) This issue of Texas Focus, published by SEDL’s Texas Comprehensive Center, discusses the importance of data—including assessment data—in the Working Systemically model of school improvement. | 
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| Texas Focus: The Newsletter of the Texas Comprehensive Center (2009) Meeting the goals of No Child Left Behind (NCLB) is tough for everyone involved—schools, districts, and states. That's why the Texas Comprehensive Center (TXCC) is producing Texas Focus, a quarterly newsletter. Each edition will focus on challenges that Texas educators face. In addition, the newsletter offers a review of the TXCC's recent events and activities as well as national news regarding NCLB. We hope you will find information here that stimulates your thinking and increases your knowledge about resources, practices, and programs that support the achievement of the goals and purposes of NCLB. | 
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| The Arts and Afterschool Programs: A Research Synthesis (2008) This research synthesis examines the intrinsic and extrinsic value of arts instruction in afterschool programs and the extent to which arts instruction enhances overall learning and academic achievement. | 
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| The Challenge of Evidence in Disability and Rehabilitation Research and Practice: A Position Paper (2009) This paper states the position of the National Center for the Dissemination of Disability Research (NCDDR) Task Force on Standards of Evidence and Methods (TFSE) regarding the need for (a) the thoughtful determination of research evidence on the basis of both the rigor of the research and the relevance of the research to the lives of people with disabilities; and (b) systems that facilitate our ability, on a timely basis, to describe what the best available evidence is in response to specific topical questions in disability and rehabilitation. | 
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| The National Partnership for Quality Afterschool Learning Randomized Controlled Trial Studies of Promising Afterschool Programs: Summary of Findings (2009) SEDL provided analytic and technical support to three large-scale randomized controlled trials (RCTs) assessing the effect of promising literacy curricula in afterschool settings on student academic achievement. This research brief, the last in a three-part series, presents an overview of the studies and a summary of the implementation and findings across the 2 years of funding. | 
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| The Professional Teaching and Learning Cycle: Introduction (2008) The professional teaching and learning cycle (PTLC) is a professional development process in which teachers collaboratively plan and implement lessons aligned to state standards. PTLC is a critical component of the Working Systemically approach that directly impacts classroom instruction and student learning. | 
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| The Rhythm of Mathematics: Classroom Compass, Vol. 4, No. 2, (Fall 1998) (1998) This issue of Classroom Compass focuses on the Alvord School in Santa Fe, New Mexico, where instructors are using dance and music to make math more engaging for students. | 
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| The School-Family Connection: Looking at the Larger Picture, A Review of Current Literature (2008) This review of family involvement literature published from 2005 to 2008 explores a range of family involvement programs, challenges, needs, strategies, and contexts. | 
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| The Trouble With Math Is English (2010) The Trouble With Math Is English was presented by Como Molina at the Conference for the Advancement of Mathematics Teaching, San Antonio, TX, in July 2010. The presentation slides for The trouble with Math is English are available online in PDF format. Click here for a text transcript of the slides. | 
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| The Use of Student Perceptual Data as a Measure of Teaching Effectiveness: Texas Comprehensive Center Briefing Paper, Number 8 (2012) States are carefully reviewing their teacher evaluation systems to make them more meaningful and comprehensive by including multiple measures. This paper looks at one of those multiple measures—the use of student perceptual data to inform a performance-based teacher evaluation. | 
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| Title III Supplemental Funds: Creative Ways to Support the Education of English Language Learners in Texas Schools: Texas Comprehensive Center Briefing Paper, Number 4 (2010) This report describes how two school districts in Texas supported the achievement of English language learners (ELLs) beyond classroom instruction, through ancillary education enrichment opportunities with Title III funds. These particular districts were identified as those with some of the most successful ELL programs, as determined by improvement in student achievement. | 
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| Total Quality: A Missing Piece for Educational Improvement: Issues About Change, Volume 3, Number 3 (1994) This paper summarizes the Quality experiences of three educational organizations: an instructional services division, a school district, and a primary school. It also presents a lucid introduction to the Quality program while correlating its principles to school improvement strategies such as site-based decision-making. | 
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| Transforming Low-Performing Rural Schools: Texas Comprehensive Center Briefing Paper, Number 10 (2012) This brief examines how rural districts and schools can integrate the unique attributes and resources found in rural communities into improvement efforts to promote the transformation of low-performing schools. | 
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