Online PD for Teachers. Submit Purchase Order. About PLB. Speak Your Mind Click here to cancel reply. BBB Accredited Business. Better Business Bureau Accredited. First time here? Education Policy Analysis Archives, 10 White, W. A meta-analysis of the effects of direct instruction in special education.
Education and Treatment of Children, 11 4 , — Yeh, S. The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28 4 , — Research recognizes the power of assessment to amplify learning and skill acquisition. This overview describes and compares two types of Assessments educators rely on: Formative Assessment and Summative Assessment.
This overview describe Multitiered system of support MTSS as a conceptual framework for organizing service delivery to students.
Celio, M. This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.
Cleaver, S. Overview of Teacher Evaluation. In this chapter we describe systematic instructional practices that are necessary for individuals with disabilities to benefit from educational services. Detrich, R. The usual approach to determining if an intervention is effective for a student is to review student outcome data; however, this is only part of the task.
Student data can only be understood if we know something about how well the intervention was implemented. Student data without treatment integrity data are largely meaningless because without knowing how well an intervention has been implemented, no judgments can be made about the effectiveness of the intervention. Poor outcomes can be a function of an ineffective intervention or poor implementation of the intervention.
Without treatment integrity data, the is a risk that an intervention will be judged as ineffective when, in fact, the quality of implementation was so inadequate that it would be unreasonable to expect positive outcomes. Treatment Integrity in the Problem Solving Process. Oakland, Ca. The Wing Institute. This overview describes strategies for how school personnel can respond when disruptive behavior occurs, including 1 negative consequences that can be applied as primary interventions, 2 functional behavior assessment, and 3 function-based, individualized interventions characteristic of the secondary or tertiary tiers of a multitiered system of support.
Guinness, K. Overview of Decreasing Inppropriate Behavior. This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices. States, J. Why Practices Fail. In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management.
These strategies are devised for use at both school and classroom levels. Overview of Classroom Management. Effective Instruction Overview. This overview examines the available research on the topic of soft skills personal competencies and how these proficiencies support the technical competencies required for success in school. Overview of Teacher Soft Skills. Active Student Responding ASR is a strategy designed to engage all students regardless of class size.
ASR avoids the common problem of having only high achievers answer questions while low achievers remain silent, thus escaping detection. ASR strategies include; guided notes, response slates, response cards, and choral responding.
This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers. Effective Teachers Make a Difference. This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.
VanDerHeyden, A. Are we making the differences that matter in education. States Eds. An analysis of math test results compared at the beginning and end of each school year and the impact on learning of summer break by socio-economic status.
Alexander, K. Schools, achievement, and inequality: A seasonal perspective. Educational evaluation and policy analysis , 23 2 , Do we get better results when teachers match individual learning styles to instructional methods?
Retrieved from do-we-get-better. This reviews looks at the issue, do longer school days and longer school years improve student achievement? Does a longer school year or longer school day improve student achievement scores? Retrieved from does-longer-school-year. Does learning style make a difference?
Retrieved from does-learning-style-make Which approaches to teaching science have the greatest impact on student achievement? Retrieved from which-approaches-teaching-science Celio, MB. Retrieved from wing-presentation-mary-beth-celio. Three 8th grade English teachers participated in this single-case multiple baseline experiment. These teachers were observed daily during classes that were inclusive to students with disabilities. Observations were conducted using the Classroom Teaching Scan www.
Within the Classroom Teaching Scan, a checklist of quality indicators for modeling was the primary dependent variable. Participating students responded to curriculum-based measurement writing prompts throughout the study.
However, these measures were descriptive in nature, not experimental. Therefore, more research over a sustained period of time is necessary to determine the effect of this professional development package on distal measures of teacher quality and student outcomes. Elwood, J. This study evaluated the effects of a problem solving intervention package that included problem-solving information, performance feedback, and coaching in a student intervention planning protocol.
Vaccarello, C. Effects of a problem solving team intervention on the problem-solving process: Improving concept knowledge, implementation integrity, and student outcomes. Retrieved from student-research This paper report the optimal and risk thresholds for the Student Performance and Commitment Index SPCI and engagement, and then data on how much engagement matters for later success in school are presented.
Klem, A. Relationships matter: Linking teacher support to student engagement and achievement. Journal of school health , 74 7 , This book share issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Lipka, J. This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.
Knowledge of Diverse Learners KDL is increasingly recognized as an essential component of knowledge base for effective teaching as in today's schools, teachers must be prepared to teach a diverse population of student Banks et al. In other words, teachers need to be aware that their students in a classroom are and always have been different from one another in a variety of ways.
KDL refers to an understanding of diversity of students in terms of their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activities might be managed.
Abd Rahman, F. Knowledge of diverse learners: Implications for the practice of teaching. International Journal of Instruction , 3 2. This report is the first of a new initiative by Student Achievement Partners to review different reading instructional programs that have been adopted and are widely used in schools.
Adams, M. Student Achievement Partners. We analyze the relationship between inequality and economic growth from two directions.
The first part of the survey examines the effect of inequality on growth. The second part analyzes several mechanisms whereby growth may increase wage inequality, both across and within education cohorts. Aghion, P. Inequality and economic growth: The perspective of the new growth theories. Journal of Economic literature , 37 4 , The main purpose of this research is to explore whether the proper strategies to deal with cultural diversity in school is being implemented, and to assess how cultural diversity is addressed in our school.
Aguado, T. Cultural diversity and school equity. A model to evaluate and develop educational practices in multicultural education contexts. The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique.
Ahn, S. Online Submission. Two experiments are reported which test the effect of increased three-term contingency trials on students' correct and incorrect math responses. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.
Albers, A. Is the three-term contingency trial a predictor of effective instruction?. Journal of Behavioral Education , 1 3 , The purpose of this study is to investigate the influence of distributed leadership DL on school effectiveness SE in junior secondary schools in Katsina State, Nigeria.
Ali, H. Journal of Educational and Social Research , 5 1 , — Multilevel modeling techniques were used with a sample of students enrolled in 37 secondary school classrooms to predict future student achievement controlling for baseline achievement from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. Allen, J. Observations of effective teacher—student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary.
School Psychology Review , 42 1 , Almendarez, M. Pushing the horizons of student teacher supervision: Can a bug-in-ear system be an effective plug-and-play tool for a novice electronic coach to use in student teacher supervision? ProQuest Dissertations and Theses. The purpose of this review of effective practices is to compare what information teachers are being given either in their preservice coursework or in-service training via textbooks and practitioner-oriented articles with actual empirical research that used classroom rules as an independent variable.
Alter, P. Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40 2 , — The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention TRI , designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities.
Amendum, S. The effectiveness of a technologically facilitated classroom-based early reading intervention. The Elementary School Journal, , Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.
Explicit instruction: Effective and efficient teaching. Guilford Publications. This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.
This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district.
Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates. Arcia, E. Achievement and enrollment status of suspended students: Outcomes in a large, multicultural school district.
Education and Urban Society , 38 3 , This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand.
The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally.
Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills.
Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research. Procedia-Social and Behavioral Sciences , , Using a structural perspective from organizational theory, the authors review aspects of schooling associated with dropout. They then briefly review selected reform initiatives that restructure the school environment to improve student achievement and retention.
Baker, J. The flip side of the coin: Understanding the school's contribution to dropout and completion. School psychology quarterly , 16 4 , This meta-analysis synthesized research on the effects of interventions to improve mathematics achievement of students considered at risk for academic failure. It found that effective interventions included providing teachers and students with student performance data; using peer tutors; providing clear, specific feedback to parents on children's mathematics success; and using explicit instruction to teach math.
Baker, S. A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, Barbetta, P. Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3 3 , This study examined whether associations between teacher policies and student achievement were mediated by the teacher—student relationship climate.
Results of this study were threefold. These findings are discussed in light of their educational policy implications. Barile, J. Teacher—student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence , 41 3 , This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.
Baron, J. Journal for Vocational Special Needs Education , 26 , This study looks at the use of performance feedback and checklists to improve middle-school teams problem solving. Bartels, S. Enhancing adherence to a problem-solving model for middle-school pre-referral teams: A performance feedback and checklist approach. Journal of Applied School Psychology, 22 1 , Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap.
Batruch, A. Personality and Social Psychology Bulletin , The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test Intermediate level and the Wide Range Achievement Test WRAT.
Becker, W. A follow-up of Follow Through: The later effects of the Direct Instruction Model on children in fifth and sixth grades. American Educational Research Journal , 19 1 , This research compare for-profit college networks with the public sector. The author emphasize economic criteria for evaluating colleges and the need to consider many such criteria to make a valid comparison.
In conclusion, public colleges are much cheaper than for-profit colleges. From a student perspective, this difference would have to be offset by a much superior performance of for-profit colleges to be advantageous. However, the evidence tends to point in the opposite direction. Belfield, C. A new report from the Center for American Progress suggests American students would be better served by allowing teachers more time to collaborate with colleagues, planning lessons, and reviewing the effects of instruction.
Benner, M. Washington, D. Six issues presented in this presentation are 1 The definitional issue 2 The effectiveness issue 3 The domain issue 4 The measurement issue 5 The professional development issue 6 The system issue. Bennett, R. Formative assessment: A critical review. What drives people to discriminate?
Economists focus on two main reasons: "taste-based" and "statistical" discrimination. Motivated by a growing body of psychological evidence, the authors put forward a third interpretation: implicit discrimination.
The authors argue that discrimination may be unintentional and outside of the discriminator's awareness. Bertrand, M. Implicit discrimination. American Economic Review , 95 2 , This well-written book on assertiveness clearly describes the non assertive, assertive, and aggressive styles of supervision. Each chapter provides numerous examples, practice exercises, and self-tests. The author identifies feelings and beliefs that support aggressiveness, non aggressiveness, or non assertiveness which help the reader "look beyond the words themselves.
Black, M. Assertive Supervision-Building Involved Teamwork. The Journal of Continuing Education in Nursing , 22 5 , This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.
Black, P. Assessment and classroom learning. Gaps in educational opportunities persist, and more work is needed to make sure that every child has a fair shot at success. Earlier CEA analysis highlights that gaps in learning outcomes have already emerged at the time of school entry, and they persist or even widen as children progress through school.
Black, S. Civil rights data show more work is needed to reduce inequities in K—12 schools. This policy brief lays out five components of a vision for the future and identifies opportunities to support teacher education reform. Examples of promising developments are also addressed that involve full-scale program redesign featuring collaboration across general and special education. Blanton, L. Preparing general education teachers to improve outcomes for students with disabilities.
This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.
This study was conducted to create a reliable and valid low- to medium-inference, multidimensional measure of instructor clarity from seminal work across several academic fields.
The five factors were explored in regards to their ability to predict the outcomes. Implications for instructional communication researchers are discussed. Bolkan, S. Development and validation of the clarity indicators scale.
Communication Education , 66 1 , The author shares nine teachable competencies that can serve as a principal's guide for empathy education. This paper will help answer which practices enhance empathy and how will principals know if teachers are implementing them effectively. Borba, M. Nine Competencies for Teaching Empathy. Educational Leadership , 76 2 , This study is a meta-analysis of the research on the impact of comprehensive school reform CSR on student achievement.
The research summarizes the specific effects of 29 widely implemented models. Borman, G. Comprehensive school reform and achievement: A meta-analysis.
Review of educational research, 73 2 , The purpose of this study was to examine the effectiveness of enhanced anchor-instruction and traditional problem instruction in improving problem-solving performance. Bottge, B. Weighing the benefits of anchored math instruction for students with disabilities in general education classes. The Journal of Special Education , 35 4 , The best formative assessment involves both students and teachers in a recursive process.
It starts with the teacher, who models the process for the students. At first, the concept of what good work "looks like" belongs to the teacher.
The teacher describes, explains, or demonstrates the concepts or skills to be taught, or assigns student investigations—reading assigned material, locating and reading materials to answer a question, doing activities or experiments—to put content into students' hands. Brookhart, S. This paper, prepared as a chapter for the "Handbook of Research on Teaching" third edition , reviews correlational and experimental research linking teacher behavior to student achievement.
It focuses on research done in K classrooms during , highlighting several large-scale, programmatic efforts. Brophy, J. Teacher Behavior and Student Achievement. Occasional Paper No. In this article, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching PT program, within a Tier 2 Response to Intervention framework, targeting fluency in foundational reading skills with at risk kindergarten readers. From the outcomes of the multilevel model, PT can be considered as a promising Tier 2 intervention to increase reading fluency with individuals who are at risk of reading failure.
Brosnan, J. Multilevel analysis of multiple-baseline data evaluating precision teaching as an intervention for improving fluency in foundational reading skills for at risk readers. Exceptionality , 26 3 , This paper predicted that out-group empathy would inhibit inter-group harm and promote inter-group helping, whereas in-group empathy would have the opposite effect.
In all samples, in-group and out-group empathy had independent, significant, and opposite effects on inter-group outcomes, controlling for trait empathic concern. Bruneau, E. Parochial empathy predicts reduced altruism and the endorsement of passive harm. Social Psychological and Personality Science , 8 8 , Methods for Effective Teaching helps teachers with every aspect of their day-to-day responsibilities.
Readers learn about everything from planning and choosing the right instructional strategies, to delivering lessons, managing the classroom, disciplining students, assessing progress, and collaborating with colleagues and parents to actively engage students in learning.
Numerous features, tables, and lists of recommendations help readers apply concepts and think critically about the decisions they'll have to make in their teaching careers. Burden, P. Methods for effective teaching: Meeting the needs of all students p. This study examines the importance of implementation integrity for problem-solving teams PST and response-to-intervention models.
Burns, M. Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology, 46 5 , The study investigated the impact of organizational and personality factors on three facets of burnout—Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework.
Byrne, B. Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers.
American Educational Research Journal , 31 3 , — Effective teacher professional development is defined as structured professional learning activities which result in changes in teacher practice and improvements in student learning outcomes. Superintendents face common challenges unique to the rural environment which hinder the delivery of effective teacher professional development in rural school districts. Cadero-Smith, L. The main meta-analysis included 96 experimental stud- ies that used between-groups designs to compare rewarded subjects to nonrewarded controls on four measures of intrinsic motivation.
Cameron, J. Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational research, 64 3 , In this paper, the authors show that the questions we asked are fundamental and that our meta-analytic techniques are appropriate, robust, and statistically correct. The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results.
Review of Educational Research, 66 1 , 39— The study examined whether teachers: agreed that TESA interactions were useful with today's children; continued to practice the TESA coding and observation process after being trained; and would recommend TESA to colleagues.
Cantor, J. Amazing Results! The first section of this essay provides examples from reading and mathematics curricula that show experts dispensing unproven methods and flitting from one fad to another. The middle section describes how experts, for ideological reasons, have shunned some solutions that do display robust evidence of efficacy. The following sections show how public impatience has forced other professions to "grow up" and accept accountability and scientific evidence.
The paper concludes with a plea to develop education into a mature profession. Carnine, D. In this article, the author argues convincingly for a view of American's cultural diversity as a self-evident reality - one that must be effectively addressed by inservice and preservice teacher education programmes. Carrington, V. This article discusses culturally responsive classrooms for Culturally and linguistically diverse CLD students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development.
It discusses implications for educators and suggestions for a future agenda. Cartledge, G. Culturally responsive classrooms for culturally diverse students with and at risk for disabilities.
Exceptional children , 74 3 , Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative, practical, and grounded in research. Chard, D. Core features of multi-tiered systems of reading and behavioral support. Greenwood, T. Clemens Eds. A multilevel model of leadership, empowerment, and performance was tested using a sample of 62 teams, individual members, 62 team leaders, and 31 external managers from 31 stores of a Fortune company.
Leader-member exchange and leadership climate-related differently to individual and team empowerment and interacted to influence individual empowerment. Chen, G. A multilevel study of leadership, empowerment, and performance in teams. Journal of Applied Psychology , 92 2 , — Few issues engender stronger opinions in the American population than education, and the number and complexity of issues continue to grow.
The annual Education Next Survey of Public Opinion examines the opinions of parents and teachers across a wide range of topic areas such as: student performance, common core curriculum, charter schools, school choice, teacher salaries, school spending, school reform, etc. The 12 th Annual Survey was completed in May, Cheng, A. The EdNext poll on school reform. Education Next , 19 1.
Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. Chesebro, J. The development of the teacher clarity short inventory TCSI to measure clear teaching in the classroom. Communication Research Reports , 15 3 , This study examined the impact of state receiver apprehension in the instructional context.
Because of its negative relationship with information processing effectiveness, receiver apprehension is an experience which can act as a barrier to elective learning. Communication Quarterly , 46 4 , — Recent efforts to attract and retain effective educators and to improve teacher practices have focused on reforming evaluation and compensation systems for teachers and principals. Chiang, H. NCEE At this manual level of analysis, practitioners may choose from a variety of specific treatment programs that have demonstrated their efficacy in research trials.
Chorpita, B. Understanding the common elements of evidence-based practice: Misconceptions and clinical examples. To answer questions about who goes to college, who persists toward a degree or credential, and what happens to students after they enroll, the National Center for Education Statistics launched three national longitudinal studies to track students movements into and through the postsecondary education system.
These three surveys, the National Education Longitudinal Study, the Beginning Postsecondary Student Longitudinal Study, and the Baccalaureate and Beyond Study, provide findings about college access, student characteristics, and academic persistence.
Choy, S. Access and persistence: Findings from 10 years of longitudinal research on students. This is the first comprehensive national report to scrutinize the impact of strict Zero Tolerance approach in the America public school.
This report illustrate that Zero Tolerance is unfair, is contrary to developmental needs of children, denies children educational opportunities, and often results in the criminalization of children. Civil Rights Project. Opportunities suspended: The devastating consequences of zero tolerance and school discipline policies.
The review demonstrates that time management behaviours relate positively to perceived control of time, job satisfaction, and health, and negatively to stress. Claessens, B. Search for:. The Elements of Effective Instruction. Download this tool as a printer-friendly PDF. Explore the Elements.
Learning Environment. Clear, Shared Outcomes. Artboard Varied Content, Etc. Complex Thinking. Supporting Beliefs. The learning environment is a shared domain between students, teachers, families, and other partners. Positive and meaningful relationships are the foundation of a productive learning culture. Safety and respect are vital to engagement and risk-taking.
Key Traits. Physical Space and Routines. Clear, consistent, and respectful routines, procedures, and expectations are collaboratively established; students know what is expected, when, and why. Tools and materials are readily available to students.
The learning environment can be configured in different ways to best fit the task at hand. Students are empowered to use and move around the learning environment in ways that support their learning. Relationships and Culture. Teachers, students, and families establish and maintain positive relationships.
Families are included and engaged in a variety of ways to promote student learning. All students feel safe to take risks and participate. Students are supported in building productive relationships with a variety of classmates across differences. Students collaborate with each other throughout the learning process.
Making multiple attempts and mistakes is expected, accepted, and used as a foundation for further learning. Everyone involved in the learning process must know where they are going and why the work matters. Teachers and students need to be invested in the learning process to achieve outcomes. A culture of reflection is necessary for students to set and adjust personalized goals.
Learning outcomes are clear—both long-term e.
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