Wing Institute Publications

Title Synopsis Citation Link
Standardized Tests The purpose of this paper is to provide a general understanding of standardized testing as well as the current controversy surrounding it, particularly in the context of performance-based accountability systems. Polster, P.P., Detrich, R., & States, J., (2021). Standardized Testing: The Controversy Surrounding It. Oakland, CA: The Wing Institute. https://www.winginstitute.org/student-standardized-tests. More Info
Mastery Learning Mastery learning is an instructional approach that relies on students successfully mastering material before moving on to the next lesson. It has been found to be a very powerful instructional method. Guinness, K., Detrich, R., Keyworth, R. & States, J. (2021). Overview of Mastery Learning. Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-learning More Info
Principal Professional Development Providing principals with high-quality professional development and supports throughout their careers is critical for principal retention and ensuring effective school leadership. Donley, J., Detrich, R., States, J., & Keyworth, (2021). Principal Preparation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-leadership-in-service. More Info
Distributed
Leadership
Distributed leadership, in which the principal shares certain leadership work with teachers to optimize student and school outcomes, has emerged as a leading school leadership model, and indeed is reflected within recent principal leadership standards. Donley, J., Detrich, R., States, J., & Keyworth, (2020). Distributed Leadership. Oakland, CA: The Wing Institute. https://www.winginstitute.org/leadership-models-distributed More Info
Principal Preparation (Pre-Service) School principals must be prepared to effectively lead in often challenging school contexts, and high-quality leadership preparation programs represent an important component of school improvement and effectiveness. Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Preparation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-leadership-pre-service  More Info
Principal Competencies

Recent meta-analytic reviews suggest that effective principals are highly competent in the following areas: 1) establishing and conveying vision, goals and expectations; 2) building teachers’ professional capacity; 3) creating a supportive organization; 4) facilitating a high-quality student learning ; and 5) connecting with external partners. 

Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Competencies. Oakland, CA: The Wing Institute. https://www.winginstitute.org/principal-competencies-research More Info
Teacher Outreach Ensuring that qualified teachers are available to fill the nation’s classrooms begins with attracting a sufficient number of qualified candidates and matching aspiring teachers to enrollment needs. Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2021). Teacher Outreach. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-outreach More Info
Program Fidelity Fidelity of implementation is a critical but often neglected component of any new system, practice, or intervention in educational research and practice.  Gage, N., MacSuga-Gage, A., and Detrich, R. (2020). Fidelity of Implementation in Educational Research and Practice. Oakland, CA: The Wing Institute. https://www.winginstitute.org/systems-program-fidelity More Info
Differential Reinforcement  Differential reinforcement is a basic component of many educational practices. It is the delivery of reinforcement when a specified behavior occurs, and no reinforcement when there is an incorrect response. Guinness, K., Detrich, R., Keyworth, R. & States, J. (2021). Overview of Differential Reinforcement. Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-differential More Info
Corrective Feedback Corrective feedback is a form of performance feedback used to improve student achievement.

Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Corrective Feedback. Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-feedback

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Student Teaching (Clinical Training) Student teaching, field experience, and practicum experience are powerful methods for training new teachers. These methods all feature working with students in classrooms or in laboratory environments that bridge the gap between university instruction and in-class teaching. Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Induction. Oakland, CA: The Wing Institute. https://www.winginstitute.org/pre-service-student. More Info
Teacher Professional Development (In-Service) The American education system values in-service training to improve teacher performance, spending an average of $18,000 annually per teacher. Why has in-service training disappointed? Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Inservice. Oakland, CA: The Wing Institute. https://www.winginstitute.org/in-service-professional-development More Info
Teams Distributed leadership and collaborative school cultures have a strong base of research support, and school teams represent these concepts “in action.” Donley, J., Detrich, R., States, J., & Keyworth, (2020). Teams. Oakland, CA: The Wing Institute. https://www.winginstitute.org/leadership-models-teams More Info
Teacher Induction The purpose of this overview is to provide an understanding of the research base on teacher induction programs, the impact on teacher practice and student achievement, and recommendations for teacher induction programs. Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Induction. Oakland, CA: The Wing Institute. https://www.winginstitute.org/in-service-professional-induction. More Info
Distributed Leadership This review summarizes the evidence for the model’s efficacy in explaining how principals and teachers together influence school practices and effectiveness. Donley, J., Detrich, R., States, J., & Keyworth, (2020). Distributed Leadership. Oakland, CA: The Wing Institute. https://www.winginstitute.org/leadership-models-distributed More Info
Leadership Models

This review highlights major models that have been influential in the field and discusses evidence for their efficacy in explaining school leaders’ influence.  

Donley, J., Detrich, R., States, J., & Keyworth, (2020). Leadership Models. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-leadership-leadership-models More Info
Structured Environment Overview

This overview summarizes research on the effects of the physical classroom environment on student behavior.

 

Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Structured Environment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-structured-environments.

 

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Teacher Professional Development The purpose of this overview is to provide an understanding of the research base on professional development and its impact on student achievement, as well as offer recommendations for future teacher professional development. Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Professional Development (Inservice). Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-in-service. More Info
Remote Learning Overview The Covid-19 pandemic has resulted in school closings for the remainder of the year in 48 of 50 states and a sharp turn toward remote instruction in order to finish the year as best as possible. Understanding best practice in remote instruction and learning will be key as schools look to the future. Donley, J., Detrich, R., States, J., & Keyworth, (2020). Remote Learning Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/effective-instruction-computers. More Info
Rules and Procedures Overview This overview summarizes research about the effects of rules on appropriate and inappropriate behavior in school settings and provides recommendations for incorporating rules effectively into a behavior management program. Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Rules and Procedures. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-rules-procedures. More Info
Active Supervision Overview This overview describes the definitions and importance of active supervision. This overview also provides research and implementations of this strategy. Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Supporting Appropriate Behavior. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-active-supervision More Info
Principal Retention Overview This report documents broadly the research that addresses the prevalence of principal turnover, the factors associated with a principal’s decision to leave, the consequences of principal turnover for teaching and learning, and evidence-based strategies for improving principal retention.  Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Retention Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-leadership-principal-retention More Info
Teacher Preparation: Overview The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom.  Cleaver, S., Detrich, R. & States, J. (2020). Overview of Teacher Preparation. Oakland, CA: The Wing Institute.https://www.winginstitute.org/quality-teachers-pre-service. More Info
Decreasing Inappropriate Behavior Overview. This overview describes strategies for how school personnel can respond when disruptive behavior occurs. Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Decreasing Inppropriate Behavior. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-inappropriate-behaviors.  More Info
Value-Added Research in Education: Reliability, Validity, Efficacy, and Usefulness The purpose of this paper on value-added research in education is to define this type of research, provide an overview of how it has been conducted, and discuss its benefits and limitations. Cleaver, S., Detrich, R. & States, J. (2020). Overview of Value-Added Research in Education: Reliability, Validity, Efficacy, and Usefulness. Oakland, CA: The Wing Institute. https://www.winginstitute.org/staff-value-added.

  

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Principal Competencies

This report highlights the key research literature that addresses the principal competencies important for positive student and school outcomes.

Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Competencies. Oakland, CA: The Wing Institute. https://www.winginstitute.org/principal-competencies-research  More Info
Supporting Appropriate Behaviors

This overview focuses on proactive strategies to support appropriate behavior in school settings. 

Guinness, K., Detrich, R., Keyworth, R. & States, J. (2019). Overview of Supporting Appropriate Behavior. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-appropriate-behaviors.  More Info
Active Student Responding Overview Active Student Responding (ASR) is a strategy designed to engage all students regardless of class size. ASR strategies include; guided notes, response slates, response cards, and choral responding. States, J., Detrich, R. & Keyworth, R. (2019). Active Student Responding (ASR) Overview.Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-student-respond

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Performance Feedback Overview This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes. Cleaver, S., Detrich, R. & States, J. (2019). Overview of Performance Feedback. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-feedback.

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Teacher Retention Strategies This report summarizes available research on retention strategies and discusses potential barriers and research on their relative cost-effectiveness. Donley, J., Detrich, R., States, J., & Keyworth, R. (2019). Teacher Retention Strategies. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-retention-strategies  More Info
Teacher Retention Overview This paper examines the impact of teacher turnover on education systems. Teacher turnover is quite costly, and primarily has negative consequences for school operations, staff collegiality, and student learning. Donley, J., Detrich, R, Keyworth, R., & States, J. (2019). Teacher Retention. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-retention

 

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Teacher Retention Analysis This report analyzes the retention problem in the United States through documentation of recent teacher turnover data, and reviews the research on the factors that contribute to teachers’ decisions to remain in the classroom. Donley, J., Detrich, R. Keyworth, R., & States, J., (2019). Teacher Retention Analysis Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-retention-turnover-analysis.  More Info
Teacher Turnover Impact This report provides an overview of the research that documents how teacher turnover impacts students, teachers, and schools.  Donley, J., Detrich, R, Keyworth, R., & States, J. (2019). Teacher Turnover Impact. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-retention-turnover  More Info
Informal Teacher Evaluation The purpose of this overview is to provide information about informal evaluation as a practice in schools, and the current understanding of research related to informal teacher evaluation to improve teacher performance and student outcomes. Cleaver, S., Detrich, R., & States, J. (2019). Informal Teacher Evaluation. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/staff-informal.  More Info
Overview of Teacher Evaluation This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes.

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative.

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Overview of Formal Teacher Evaluation The purpose of this overview is to provide information about the role of formal teacher evaluation, the research that examines the practice, and its impact on student outcomes.

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Formal Evaluation. Oakland, CA: The Wing Institute.https://www.winginstitute.org/teacher-evaluation-formal.

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Teacher Coaching Overview The purpose of this overview is to provide information about teacher coaching as it is used in schools, the research that examines this practice as a method of teacher professional development, and its impact on student outcomes.

Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-teacher-coaching.

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Teacher Soft Skills 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 

States, J., Detrich, R. & Keyworth, R. (2018). Overview of Teacher Soft Skills.Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-compentencies-soft-skills.

 

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Teacher-student Relationships. This overview examines the available research on the topic of soft skills (personal competencies) commonly linked to effective teacher-student relationships.

States, J., Detrich, R. & Keyworth, R. (2018). Teacher-student Relationships Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/soft-skills-teacher-student-relationships

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Summative Assessment Overview Summative assessment is an appraisal of learning at the end of an instructional unit or at a specific point in time. It compares student knowledge or skills against standards or benchmarks. Summative assessment includes midterm exams, final project, papers, teacher-designed tests, standardized tests, and high-stakes tests. 

States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative

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Effective Instruction Overview A summary of the available studies accumulated over the past 40 years on a key education driver, teacher competencies offers practical strategies, practices, and rules to guide teachers in ways to improve instruction that improves student performance and the quality of the work experience.

States, J., Detrich, R. & Keyworth, R. (2017). Effective Instruction Overview. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/effective-instruction-overview

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Overview of Formative Assessment A core component of formal and informal assessment procedures, formative assessment allows teachers to quickly determine if individual students are progressing at acceptable rates and provides insight into where and how to modify and adapt lessons, with the goal of making sure that students do not fall behind.

States, J., Detrich, R. & Keyworth, R. (2017). Overview of Formative Assessment. Oakland, CA: The Wing Institute. http://www.winginstitute.org/student-formative-assessment.

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Classroom Management 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.

States, J., Detrich, R. & Keyworth, R. (2017). Overview of Classroom Management.Oakland, CA: The Wing Institute. https://www.winginstitute.org/effective-instruction-classroom.

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Dimensions of Treatment Integrity Overview In this conceptualization of treatment integrity, there are four dimensions relevant to practice: (a) exposure (dosage), (b) adherence, (c) quality of delivery, and (d) student responsiveness.  It is important to understand that these dimensions do not stand alone but rather interact to impact the ultimate effectiveness of an intervention. 

Detrich, R., States, J. & Keyworth, R. (2017). Dimensions of Treatment Integrity Overview. Oakland, Ca. The Wing Institute

 

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Overview of Treatment Integrity For the best chance of producing positive educational outcomes for all children, two conditions must be met: (a) adopting effective empirically supported (evidence-based) practices and (b) implementing those practices with sufficient quality that they make a difference (treatment integrity)

Detrich, R., States, J., & Keyworth, R. (2017). Overview of Treatment Integrity. Oakland, Ca. The Wing Institute.

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Treatment Integrity in the Problem Solving Process Poor outcomes can be a function of an ineffective intervention or poor implementation of the intervention. Without treatment integrity data, there 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.

Detrich, R., States, J. & Keyworth, R. (2017). Treatment Integrity in the Problem Solving Process. Oakland, Ca. The Wing Institute.

 

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Treatment Integrity Strategies Overview The Wing Institute overview on the topic of Treatment Integrity Strategies examines the essential practice elements indispensable for maximizing treatment integrity. States, J., Detrich, R. & Keyworth, R. (2017). Overview of Treatment Integrity Strategies. Oakland, CA: The Wing Institute. http://www.winginstitute.org/effective-instruction-treatment-integrity-strategies.

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A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas. Bellamy, T. (2015). A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work Retrieved from .. /../ uploads/docs/ 2015WingSummit TB.pdf.

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Are We Looking for Love in All the Wrong Places? Comment on Dixon et al.

Dixon and colleagues proposed that faculty publication rates were a reasonable metric for judging the quality of practitioner training programs. In this commentary, it is suggested that publication rates may be a poor measure of a quality training program.

Detrich, R. (2015). Are We Looking for Love in All the Wrong Places? Comment on Dixon et al. Behavior Analysis in Practice, 8(2), 144-146.

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Improving Educational Outcomes in America: Can A Low-Tech, Generic Teaching Practice Make A Difference It is generally agreed that what teachers do in classrooms will have the greatest impact on learning; however, there is little agreement about what should be done. Heward and Wood consider a range of instructional practices that were identified by participants of the eighth Wing Institute summit and make an argument that Active Student Responding (ASR) has the potential to significantly improve student learning. The further make the case that ASR is a low cost, effective alternative to many of the instructional practices, such as computer assisted instruction, that are often proposed by educational reformers. The authors consider ASR in the context of the positive benefits and the cost considerations including equipment/materials, training, logistical fit, and the fit with the teacher's belief about effective instruction. Heward, W.L. & Wood, C.L. (2015). Improving Educational Outcomes in America: Can A Low-Tech, Generic Teaching Practice Make A Difference Retrieved from ../../ uploads/docs/ 2013WingSummitWH.pdf.

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Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? This paper examines school cultural issues in the context of implementation research. Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? Retrieved from ../../ uploads/ docs/ KBlase2014.pdf.

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From “learning to learn” to “training to teach”: Changing the culture of teacher preparation This paper considers issues confronted by National Council on Teacher Quality (NCTQ) upon publishing their second edition of Teacher Prep Review, a comprehensive evaluation of programs that train new teachers. Changing the culture of teacher preparation has proven to be extremely challenging. The paper examines the deeply entrenched preparation program culture that has been resistant to changes proposed by policy makers, school systems, and the public. Arthur reviews the current state of teacher preparation, the efforts of NCTQ to raise the standards of preparation, and looks at what can be done in the future to continue the progress that has been already achieved. McKee, A. (2014). From “learning to learn” to “training to teach”: Changing the culture of teacher preparation Retrieved from ../../uploads/docs/ 2014%20Wing%20 Summit%20AM.pdf.

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Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate" This paper examines the issue of school culture from the context of helping schools adopt and implement positive behavior interventions. Sugai, G. (2014). Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate" Retrieved from ../../uploads/docs/ 2014WingSummitGS.pdf.

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The Evidence-Based Practice of Applied Behavior Analysis

Applied behavior analysis emphasizes being scientifically-based In this paper, we discuss how the core features of evidence-based practice can be integrated into applied behavior analysis.

Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014). The Evidence-Based Practice of Applied Behavior Analysis. The Behavior Analyst, 37(1), 41-56.

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Treatment Integrity: Fundamental to Education Reform

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity. Typically, much greater attention has been given to identifying effective practices. This review focuses on features of high quality implementation.

Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.

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A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go?

The promise of evidence-based education was improved outcomes for all students. In the intervening 10 years, it has become clear that without careful attention to implementation the promise of evidence-based education will not be realized.

Detrich, R., & Lewis, T. (2013). A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go. Journal of Positive Behavior Interventions, 15(4).

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Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform

Schools are often expected to implement innovative instructional programs. Most often these initiatives fail because what we know from implementation science is not considered as part of implementing the initiative. This chapter reviews the contributions implementation science can make for improving outcomes for students.

Detrich, R. (2013) Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. Handbook on Innovations in Learning, 31.

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Evidence-Based Education and Best Available Evidence: Decision-Making Under Conditions of Uncertainty

Evidence-based practice is a framework for decision making. Even with high quality evidence there are likely sources of uncertainty that practitioners must confront.

Detrich, R., Slocum, T. A., & Spencer, T. D. (2013). Evidence-based education and best available evidence: decision-making under conditions of uncertainty. Evidence-Based Practices, 26, 21.

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Thirty years of Getting Teachers to be More Effective This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner. Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective Retrieved from ../../uploads docs/2013WingSummitSF.pdf.

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Seven Habits of Superhero Teachers This commentary review the critical competencies for teacher success in the classroom. Twyman, J. S. (2013) Seven Habits of Superhero Teachers. Wing Institute. Date accessed: 5/7/14.

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Using Performance Feedback to Improve Teacher Effectiveness This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms. VanDerHeyden, A. (2013). Are We Making the Differences That Matter in Education? In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 119-138). Oakland, CA: The Wing Institute.

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Feedback at the System Level: Benchmarking U.S. Education Performance This analysis examines the performance of the U.S. K–12 education system over time, in comparison to other nations, and at different levels of organizational structure: states, school districts, and schools. It also reviews performance in terms of four societal outcomes: effectiveness, equity, efficiency, and participation.

Keyworth, R., States, J. & Detrich, R. (2013). Feedback at the System Level: Benchmarking U.S. Education Performance. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 1-76). Oakland, CA: The Wing Institute.

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Professional Learning That Makes An Impact This paper discusses the critical elements of effective teacher coaching. Knight, J. (2013). Professional Learning That Makes An Impact Retrieved from ../../uploads/docs/ Accountability%20and %20Autonomy.pdf.

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Introduction: Proceedings from the Wing Institute’s Sixth Annual Summit on Evidence-Based Education: Performance Feedback: Using Data to Improve Educator Performance. This book is compiled from the proceedings of the sixth summit entitled “Performance Feedback: Using Data to Improve Educator Performance.” The 2011 summit topic was selected to help answer the following question: What basic practice has the potential for the greatest impact on changing the behavior of students, teachers, and school administrative personnel?

States, J., Keyworth, R. & Detrich, R. (2013). Introduction: Proceedings from the Wing Institute’s Sixth Annual Summit on Evidence-Based Education: Performance Feedback: Using Data to Improve Educator Performance. In Education at the Crossroads: The State of Teacher Preparation (Vol. 3, pp. ix-xii). Oakland, CA: The Wing Institute.

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Performance Feedback in Education: On Who and For What This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences). Daniels, A. (2013). Feedback in Education: On Whom and for What. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 77-95). Oakland, CA: The Wing Institute.

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Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district. Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.

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Science and the Education of Teachers This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science. Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.

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Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement. Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing Institute.

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Change Leadership: Innovation in State Education Agencies This paper identifies the critical role State Education Agencies play in successful school culture change and discusses a framework for "change leadership". Redding, S. (2012). Change Leadership: Innovation in State Education Agencies Retrieved from ../../uploads/docs/Redding %20Change Leadership.pdf.

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Best Available Evidence: Three Complementary Approaches The notion of best available evidence implies that some evidence is better than other. This paper reviews different sources of evidence and the relative strengths and limitations of each type. Slocum, T. A., Spencer, T. D., & Detrich, R. (2012). Best available evidence: Three complementary approaches. Education and Treatment of Children, 35(2), 153-181.

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Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know Soon This paper examines teacher induction through the lens of scientific evidence. Maheady, L., & Jabot, M. (2012). Comprehensive Teacher Induction: What We Know, Don’t Know, and Must Learn Soon! In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 65-89). Oakland, CA: The Wing Institute.

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Evaluating the Validity of Systematic Reviews to Indentify Empirically Supported Treatments

The systematic review process is an assessment and, as such, concerns about validity of the assessment are paramount. In this paper, we review the considerations that are important in reaching conclusions about the adequacy of a systematic review.

Slocum, T. A., Detrich, R., & Spencer, T. D. (2012). Evaluating the validity of systematic reviews to identify empirically supported treatments. Education and Treatment of Children, 35(2), 201-233.

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Evidence-based Practice: A Framework for Making Effective Decisions

Evidence-based practice is characterized as a framework for decision-making integrating best available evidence, clinical expertise, and client values and context. This paper reviews how these three dimensions interact to inform decisions.

Spencer, T. D., Detrich, R., & Slocum, T. A. (2012). Evidence-based practice: A framework for making effective decisions. Education and Treatment of Children, 35(2), 127-151.

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Effective Teachers Make a Difference 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 States, J., Detrich, R. & Keyworth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.

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Performance Architecture: Improving the Performance of Organizations This paper introduces performance architecture as a framework that allows someone to assess all features of an organization so that the parts of the system can be aligned to support an innovation.  Addison, R. (2012). Performance Architecture: Improving the Performance of Organizations Retrieved from ../../ uploads /docs/ 2012%20 Wing%20Summit %20RA.pdf.

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Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions? This paper provides an overview of the considerations when introducing evidence-based services into established mental health systems. Chorpita, B. F., & Starace, N. K. (2010). Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions? Journal of Evidence-Based Practices for Schools, 11(1), 4–29.

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Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs. Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented. Detrich, R., Keyworth, R. & States, J. (2010). Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs. Journal of Evidence-Based Practices for Schools, 11(1), 4-29.

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Sustainability of evidence-based programs in education This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines. Fixsen, D. L., Blase, K. A., Duda, M., Naoom, S. F., & Van Dyke, M. (2010). Sustainability of evidence-based programs in education. Journal of Evidence-Based Practices for Schools, 11(1), 30–46.

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School-wide positive behavior support: Establishing a continuum of evidence based practices This paper provides an overview of "lessons learned" from efforts to sustain and scale-up a school-wide continuum of evidence-based behavioral practices and systems in schools. Sugai, G., & Horner, R. H. (2010). School-wide positive behavior support: Establishing a continuum of evidence based practices. Journal of Evidence-Based Practices for Schools, 11(1), 62–83.

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Teaching Functional Life Skills to Children with Developmental Disabilities

In this chapter we describe systematic instructional practices that are necessary for individuals with disabilities to benefit from educational services.

Detrich, R., & Higbee, T. S. (2009). Teaching Functional Life Skills to Children with Developmental Disabilities. Practical Handbook of School Psychology: Effective Practices for the 21st Century, 371.

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Data-Based Decision Making for Students Social Behavior This paper discusses methods for making valid data-based decisions for student social behavior. Gresham, F. (2009). Data-Based Decision Making for Students Social Behavior Retrieved from .

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Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls This paper discusses evidence-based ways of working with staff to promote program intervention integrity and accurate data collection. Reid, D. (2009). Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls Retrieved from .

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Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.  Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102–127.

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Evidence-Based, Empirically Supported, OR Best Practice? Evidence-based, empirically-supported, and best practice are often used interchangeably. A case is made that for clarity each term should have a separate and distinct meaning. Detrich, R. (2008). Evidence-Based, Empirically Supported, OR Best Practice?. Effective practices for children with autism, 1.

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From Policy to Practice

The reauthorization of the special education act (IDEIA) placed great emphasis of scientifically based instruction and interventions. This chapter reviews the implications for how special education services are delivered.

Detrich, R. (2008). From Policy to Practice. Grigorenko, E. L. (Ed.). Educating individuals with disabilities: IDEIA 2004 and beyond. Springer Publishing Company.

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Conceptual and empirical issues related to developing a response-to-intervention framework This paper examines five dimensions when implementing RtI:  the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.   Hintze, J. M. (2008). Conceptual and empirical issues related to developing a response-to-intervention framework. Journal of Evidence-Based Practices for Schools, 9(2), 128–147.

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Response to intervention: What it is and what it is not

Response to Intervention is a framework for determining the intensity of services that are necessary for a student to benefit from instruction. This paper addresses some of the misconceptions about RtI.

Detrich, R., States, J., & Keyworth, R. (2008). Response to Intervention: What it Is and What it Is Not. Journal of Evidence-based Practices for Schools, 9(2), 60-83.

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Identifying research-based practices for response to intervention: Scientifically based instruction This paper examines the types of research to consider when evaluating programs, how to know what “evidence’ to use, and continuums of evidence (quantity of the evidence, quality of the evidence, and program development).  Twyman, J. S., & Sota, M. (2008). Identifying research-based practices for response to intervention: Scientifically-based instruction. Journal of Evidence-Based Practices for Schools, 9(2), 86–101.

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Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland's model This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture. Lewis-Palmer, T., & Barrett, S. (2007). Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model. Journal of Evidence-Based Practices for Schools, 8(1), 45–61.

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No Child Left Behind, Contingencies, and Utah’s Alternate Assessment. This paper dissusses the contingencies that create opportunities and obstacles for the use of effective educational practices in a state-wide system. Hager, K. D., Slocum, T. A., & Detrich, R. (2007). No Child Left Behind, Contingencies, and Utah’s Alternate Assessment. Journal of Evidence-Based Practices for Schools, 8(1), 63–87.

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A roadmap to evidence-based education: Building an evidence-based culture Increasing education’s reliance on evidence to guide decisions requires a significant change in the culture of districts and schools. This paper reviews the implications of moving toward evidence-based education. Detrich, R., Keyworth, R., & States, J. (2007). A Roadmap to Evidence-based Education: Building an Evidence-based Culture. Journal of Evidence-based Practices for Schools, 8(1), 26-44.

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Roles and responsibilities of researchers and practitioners for translating research to practice This paper outlines the best practices for researchers and practitioners translating research to practice as well as recommendations for improving the process. Shriver, M. D. (2007). Roles and responsibilities of researchers and practitioners for translating research to practice. Journal of Evidence-Based Practices for Schools, 8(1), 1–30.

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Assessment Overview 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.  States, J., Detrich, R. & Keyworth, R. (2017). Assessment Overview. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/effective-instruction-assessment

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Multitiered System of Support This overview describes Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students.  States, J., Detrich, R. & Keyworth, R. (2017). Multitiered System of Support. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/school-programs-multi-tiered-systems

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Quality Teachers Overview The breadth of high-quality research accumulated over the past 40 years offers educators a clear picture of how to maximize teacher competency in four critical categories: instructional delivery, classroom management, formative assessment, and personal competencies. States, J., Detrich, R. & Keyworth, R. (2017).Quality Teachers Overview. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/quality-teachers-overview

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Teacher Competencies A summary of the available studies accumulated over the past 40 years on a key education driver, teacher competencies offers practical strategies, practices, and rules to guide teachers in ways to improve instruction that improves student performance and the quality of the work experience. States, J., Detrich, R. & Keyworth, R. (2018).Teacher Competencies. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/quality-teachers-compentencies

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Instructional Delivery An explicit approach focuses on well-designed and sequenced lessons linked to “big ideas,” offers ample opportunities for students to respond and practice the lesson content, and includes mastered knowledge or skills in subsequent lessons to maintain learning. States, J., Detrich, R. & Keyworth, R. (2018). Instructional Delivery. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/effective-instruction-delivery

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Advances in Evidence-based Education

Anthology Volume 1

Advances in Evidence-Based Education

A Roadmap to Evidence-Based Education

 

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Anthology Volume 2

Advances in Evidence-Based Education

Education at the Crossroads: The State of Teacher Preparation: 

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Anthology vol 3

Advances in Evidence-Based Education

Performance Feedback: Using Data to Improve Educator Performance

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