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Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
This study examined five instruments used to assess the effectiveness of teacher practices based on classroom observations. The study first examined whether observers could reliably assess teachers with each instrument, and then examined how well each instrument, along with other information, predicted student achievement. The study reported that, in order to reliably assess a teacher using the instruments, it was necessary to combine scores from multiple lessons and observers. It also found that teachers' observation scores were positively related to their students' achievement test scores, particularly when the observation scores for teachers were combined with students' feedback on their classroom environments. The What Works Clearinghouse (WWC) only reviews studies that examine the impact of particular programs, policies, or practices on student outcomes. This study provides information on how to assess teacher practices reliably in the classroom and identifies some classroom observation tools that are correlated with student achievement. However, it does not examine the impacts on student outcomes associated with performance measures of teachers and, therefore, it is not eligible for review by the WWC. [The following study is reviewed in this What Works Clearinghouse Quick Review: Kane, T. J., & Staiger, D. O. (2012). "Gathering Feedback for Teachers: Combining High-Quality Observations with Student Surveys and Achievement Gains."].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
Get Book Here
Book Description
This study examined five instruments used to assess the effectiveness of teacher practices based on classroom observations. The study first examined whether observers could reliably assess teachers with each instrument, and then examined how well each instrument, along with other information, predicted student achievement. The study reported that, in order to reliably assess a teacher using the instruments, it was necessary to combine scores from multiple lessons and observers. It also found that teachers' observation scores were positively related to their students' achievement test scores, particularly when the observation scores for teachers were combined with students' feedback on their classroom environments. The What Works Clearinghouse (WWC) only reviews studies that examine the impact of particular programs, policies, or practices on student outcomes. This study provides information on how to assess teacher practices reliably in the classroom and identifies some classroom observation tools that are correlated with student achievement. However, it does not examine the impacts on student outcomes associated with performance measures of teachers and, therefore, it is not eligible for review by the WWC. [The following study is reviewed in this What Works Clearinghouse Quick Review: Kane, T. J., & Staiger, D. O. (2012). "Gathering Feedback for Teachers: Combining High-Quality Observations with Student Surveys and Achievement Gains."].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
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Book Description
"Effectiveness of Reading and Mathematics Software Products: Findings for Two Student Cohorts" examined the effects of ten reading and mathematics software products on student achievement. The study analyzed data on more than 11,000 students in 400 classrooms and was conducted in 23 primarily urban, low-income school districts. The number of students in the analysis of each curriculum ranged from about 600 to about 2,600. The study found a positive, statistically significant effect for one of the six reading products examined ("LeapTrack[R]", 4th grade). The estimated effect size was 0.09, equivalent to moving a student from the 50th to the 54th percentile of reading achievement. None of the four math products examined demonstrated significant effects on student achievement. The research described in this report is consistent with What Works Clearinghouse (WWC) evidence standards. [The following study is the focus of this "Quick Review": Campuzano, L., Dynarski, M., Agodini, R., & Rall, K. (2009). "Effectiveness of reading and mathematics software products: Findings from two student cohorts" (NCEE 2009-4041). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education (ED504657).].
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Category : Education
Languages : en
Pages : 257
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Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
This study examined whether being taught by a teacher with a high "value-added" improves a student's long-term outcomes. The study analyzed more than 20 years of data for nearly one million fourth- through eighth-grade students in a large urban school district. The study reported that having a teacher with a higher level of value-added was associated with higher test scores, lower rates of teen pregnancy, higher probability of college attendance and college quality, higher earnings growth in their 20s, higher rates of saving for retirement, and higher neighborhood quality. The study is not a randomized controlled trial and, therefore, cannot receive the highest rating of meets What Works Clearinghouse (WWC) evidence standards. It used a quasi-experimental design, but did not clearly establish that students with and without high value-added teachers were similar before exposure to the teachers. Once the WWC conducts a more thorough review (forthcoming), it will be able to determine whether the study meets WWC evidence standards with reservations. [The following study is reviewed in this What Works Clearinghouse Quick Review: "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. NBER Working Paper No. 17699" (ED528374).].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
This study examined the effects of providing low-income, high-achieving high school seniors with college application guidance and information about the costs of college. The "application guidance" included information about deadlines and requirements for college applications at nearby institutions, at the state's flagship institution, and at in- and out-of-state selective colleges. The study reported that the intervention increased the percentage of students who: (a) applied to a selective institution (from 55% to 67%), (b) were admitted to a selective institution (from 30% to 39%), and (c) enrolled in a selective institution (from 29% to 34%). Students in the intervention group also completed more admissions applications, and were admitted to more colleges, than students in the comparison group. All of these differences were statistically significant. The study is a randomized controlled trial. As such it could potentially "meet What Works Clearinghouse (WWC) evidence standards without reservations." However, there was attrition in the overall study sample, and more information is needed to determine whether attrition rates were similar in the intervention and comparison groups. A more thorough review (forthcoming) will explore this issue further and will determine the final study rating. [The following study is reviewed in this "Quick Review": Hoxby, C., & Turner, S. (2013). "Expanding college opportunities for high-achieving, low income students." Stanford, CA: Stanford Institute for Economic Policy Research.].
Author: Irene C. Fountas
Publisher:
ISBN: 9780325018218
Category : Language arts (Early childhood)
Languages : en
Pages : 208
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Book Description
Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI
Author: Daniel T. Willingham
Publisher: John Wiley & Sons
ISBN: 1118233271
Category : Education
Languages : en
Pages : 278
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Book Description
Clear, easy principles to spot what's nonsense and what's reliable Each year, teachers, administrators, and parents face a barrage of new education software, games, workbooks, and professional development programs purporting to be "based on the latest research." While some of these products are rooted in solid science, the research behind many others is grossly exaggerated. This new book, written by a top thought leader, helps everyday teachers, administrators, and family members—who don't have years of statistics courses under their belts—separate the wheat from the chaff and determine which new educational approaches are scientifically supported and worth adopting. Author's first book, Why Don't Students Like School?, catapulted him to superstar status in the field of education Willingham's work has been hailed as "brilliant analysis" by The Wall Street Journal and "a triumph" by The Washington Post Author blogs for The Washington Post and Brittanica.com, and writes a column for American Educator In this insightful book, thought leader and bestselling author Dan Willingham offers an easy, reliable way to discern which programs are scientifically supported and which are the equivalent of "educational snake oil."
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
The study examined the impact of Project STAR (Sit Together and Read) on literacy skills of preschool students. Project STAR is a program in which teachers read books aloud to their students and use instructional techniques designed to encourage children to pay attention to print within storybooks. Eighty-five preschool classrooms were randomly assigned to one of three study groups: a high-dose intervention group, in which preschoolers experienced 120 reading sessions over 30 weeks; a low-dose intervention group, in which preschoolers experienced 60 reading sessions over 30 weeks; or a comparison group, in which preschool teachers read the same books used in the high-dose intervention group to their students, but did not use Project STAR techniques. Literacy skills of students in all three groups were measured one and two years after the intervention. The study reported that students in the high-dose intervention group had significantly higher early literacy skills (reading, spelling, and comprehension) than those in the comparison group on both the one- and two-year post-intervention assessments. Relative to the comparison group, students in the low-dose intervention group demonstrated significant improvements on only the spelling outcome of the two-year post-intervention assessment. The study is a randomized controlled trial that did not provide sufficient information to determine attrition or baseline equivalence of the analytic samples. A more thorough review (forthcoming) will determine whether this study may "meet What Works Clearinghouse (WWC) evidence standards with or without reservations." [The following study is reviewed in this What Works Clearinghouse Quick Review: "Increasing Young Children's Contact with Print during Shared Reading: Longitudinal Effects on Literacy Achievement" (EJ965180).].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
This study measured the impact of a difference-education intervention on the academic achievement of first generation college students. The difference-education intervention teaches students how their social class backgrounds can affect what they experience in college. Participants attended a moderated panel discussion featuring demographically diverse junior and senior college students who shared stories with incoming students about how they adjusted to and found success in college. The questions posed by the moderator were similar across conditions, but in the intervention condition, panelists' responses illustrated how their backgrounds contributed--both positively and negatively--to their college experience, and also emphasized the need for students to utilize strategies for success that take their different backgrounds into account. In the comparison condition, similar stories were told, but these did not connect student background with the college experience and did not emphasize that strategies for success can differ by social class. After the panel discussion, participants created a short video testimonial in order to provide students a chance to internalize what they believed they learned from the panel. The study authors reported that there was a statistically significant effect on student grades at the end of the first year. Specifically, the GPA for first-generation college students in the intervention condition was statistically significantly higher than the GPA for first-generation students in the comparison condition (3.40 vs. 3.16). However, the GPAs for non-first generation students did not differ across the intervention and comparison groups (3.51 vs. 3.46). This study is a randomized experiment, and as such, could meet What Works Clearinghouse evidence standards without reservations. However, more information is needed from the study authors regarding attrition from the intervention and comparison groups before a rating can be given. A more thorough review (forthcoming) will determine the final study rating and report more fully on the study's results. [The following study is reviewed in this What Works Clearinghouse Quick Review: Stephens, N. M., Hamedani, M. G., & Destin, M. (in press). "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition." "Psychological Science." doi:10.1177/0956797613518349.].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
"Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment" tested whether a measure created by study authors could identify teachers who are effective at increasing student achievement. The authors used 2009-10 school year data to create a single composite measure of teacher effectiveness; this composite measure included estimates of teacher value-added to student test scores, data from classroom observations of teachers, and responses to student surveys. Then, for the following school year (2010-11), the authors randomly assigned classrooms of students to teachers (to ensure that there were no measured or unmeasured differences in students assigned to each teacher) and then followed the students' academic progress throughout the school year. The authors compared the students' actual academic achievement with their predicted achievement to determine how well the teacher effectiveness measure identified teachers who were improving student performance beyond their expected gains. The study found that the measure of teacher effectiveness created using 2009-10 data was correlated with student achievement measured at the end of 2010-11. On average, students of teachers who were identified as being relatively more effective had higher achievement gains than students of other teachers in the same school, grade, and subject. Although this study aims to identify effective teachers in terms of improved student achievement, it is not eligible for review by the What Works Clearinghouse (WWC) because the study does not include identifiable intervention and comparison groups. This study does not test a specific policy, intervention, or practice. Instead, it assesses whether student achievement can be predicted from a continuous measure of teacher effectiveness.
