Laura Kern submitted the selected study that examines the effects of a brief training on active supervision and self-management and the use of a simple strategy of self-management (e.g., checklist and Direct Behavior Rating Scales to change adult behavior).Three research questions were addressed related to recess supervisor and student behaviors: (1)What are the effects of a brief training on self-management on recess supervisors’ active supervision behaviors? (2) What are the effects of increasing active supervision on students’ problematic behavior during recess? (3)Will any increase in recess supervisor’s use of self-management be maintained with the sole use of direct behavior rating scales as part of a self-management strategy of the adult active supervision. The results of this dissertation suggest that a brief training combined with self-management may increase the positive interactions of recess supervisors, which is a component of active supervision.
Kern, L. (2016). Project RECESS: Restructuring Environmental Contingencies and Enhancing Self-Managed. Oakland, CA. The Wing Institute.
The U.S. Department of Education Office of Educational Technology funded this study of international policy and programmes supporting information and communications technologies (ICTs) in education across 21 countries at primary and secondary levels. The final report includes an overview of international programmes and priorities as well as individual reports for each of the 21 countries. Findings suggest focusing on data collections at international level in order to compare the type and impact of ICT policies and programmes in education as well as improving the understanding of ICT in education best practices.
U.S. Department of Education, Office of Educational Technology, International Experiences with Educational Technology: Final Report, Washington, D.C., 2011.
This paper examines the factors affecting the successful implementation of a laptop program, classroom uses of laptops and the support required for schools from current research almost exclusively from the United States.
State of NSW, Department of Education and Training, Curriculum K-12 Directorate. (2009, March). One-to-one computing: literature review. Retrieved from http://www.dec.nsw.gov.au/detresources/about-us/how-we-operate/national-partnerships/digital-education-revolution/rrql/support/lit_review.pdf
The U.S. Department of Education Office of Educational Technology published this brief that summarizes research on the role of online communities of practice and social networks in supporting the professional performance of educators.
U.S. Department of Education. (2014, November). The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/11/Section7-FutureReadyDistrictBrief-Final.pdf.
The U.S. Department of Education’s Office of Educational Technology, in partnership with the American Institutes for Research (AIR), developed a research-based synthesis defining a set of policies and practices implemented by successful Future Ready district leaders. The resulting rubric provides a basis for personalized professional learning to expand the capacity of district superintendents to effectively transition to digital learning.
U.S. Department of Education. (2015, December). Characteristics of Future Ready Leadership A Research Synthesis. Retrieved from http://tech.ed.gov/files/2015/12/Characteristics-of-Future-Ready-Leadership.pdf.
This report analyzes the progress of the districts participated in the Principal Pipeline Initiative sponsored by The Wallace Foundation in implementing the fourth key component, evaluation and support systems aligned with the district-adopted standards for leader.
Anderson, L. M., Turnbull, B. J. (2016). Evaluating and Supporting Principals. Building a Stronger Principalship, vol 4.
Functional communication training incorporates a comprehensive assessment of the communicative functions of maladaptive behavior with procedures to teach alternative and incompatible responses.
Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. American Journal on Mental Retardation, 94(1), 37-48.
This Statistics in Brief adds to existing research on early-career teachers by presenting findings on their preparation and supports from data from the 2011–12 Schools and Staffing Survey (SASS). This brief, like past research, investigates several specific areas of preparation and types of support.
Bowsher, A., Sparks, D., & Hoyer, K. M. (2018). Preparation and Support for Teachers in Public Schools: Reflections on the First Year of Teaching. Stats in Brief. NCES 2018-143. National Center for Education Statistics.
The authors conducted functional analyses of aberrant behavior with 4 children with developmental disabilities, then implemented functional communication training (FCT) by using different mands across two contexts.
Brown, K. A., Wacker, D. P., Derby, K. M., Peck, S. M., Richman, D. M., Sasso, G. M., ... & Harding, J. W. (2000). Evaluating the effects of functional communication training in the presence and absence of establishing operations. Journal of Applied Behavior Analysis, 33(1), 53-71.
It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. The authors address this issue in two experiments.
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of applied behavior analysis, 18(2), 111-126.
A scheme is proposed for determining when a psychological treatment for a specific problem or disorder may be considered to be established in efficacy or to be possibly efficacious.
Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of consulting and clinical psychology, 66(1), 7.
Solid evidence supports claims that motivational programs can increase the quality and quantity of performance from 20 to 40 percent. Motivation can solve three types of performance problems: 1) people are refusing to change; and/or 2) allowing themselves to be distracted and not persist at a key task; and/or 3) treating a novel task as familiar, making mistakes but not investing mental effort and taking responsibility because of overconfidence. After describing a number of general strategies for fostering individual motivation, the article focuses on the unique motivational issues faced by teams and how to overcome them.
Clark, R. E. (2003). Fostering the work motivation of individuals and teams. Performance Improvement, 42(3), 21–29.
This article addresses the topics of staff assessment, teacher supervision, and professional development.
Danielson, C. (2011). Evaluations that help teachers learn. Educational leadership, 68(4), 35-39.
This paper examines factors that lead to bias as well offers specific recommendations to journals, funders, ethics committees, and universities designed to reduce reporting bias.
Dawson, P., & Dawson, S. L. (2018). Sharing successes and hiding failures:‘reporting bias’ in learning and teaching research. Studies in Higher Education, 43(8), 1405-1416.
A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.
Delise, L. A., Allen Gorman, C., Brooks, A. M., Rentsch, J. R., & Steele‐Johnson, D. (2010). The effects of team training on team outcomes: A meta‐analysis. Performance Improvement Quarterly, 22(4), 53–80.
The authors developed a multi-faceted prejudice habit-breaking intervention to produce long-term reductions in implicit race bias. The intervention is based on the premise that implicit bias is like a habit that can be broken through a combination of awareness of implicit bias, concern about the effects of that bias, and the application of strategies to reduce bias.
Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48(6), 1267–1278.
The authors evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students.
Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24(2), 251-264.
Reports a meta-analysis of research on the bases of teacher expectancies. The following conclusions were drawn: Student attractiveness, conduct, cumulative folder information, race, and social class were related to teacher expectancies.
Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational psychology, 75(3), 327.
This National Center for Education Statistics report provides national data on the availability and use of educational technology among teachers in public elementary and secondary schools during the winter and spring of 2009. The data are the results of a national teacher-level survey that is one of a set that includes district, school, and teacher surveys on educational technology.
Gray, L., Thomas, N., and Lewis, L. (2010). Teachers’ Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
The main purposes of the present study were to evaluate the efficacy of FCT for treating severe problem behavior in a relatively large sample of individuals with mental retardation (N = 21) and to determine the contribution of extinction and punishment components to FCT treatment packages.
Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of functional communication training with and without extinction and punishment: A summary of 21 inpatient cases. Journal of applied behavior analysis, 31(2), 211-235.
The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7–8), 798-812.
This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research, 81(2), 201-233.
The evidence in this paper suggest that schools can improve student learning by encouraging teachers and students to set their sights high.
Lumsden, L. S. (1997). Expectations for students.
The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Ascd.
This paper describe four essential elements of effective principals: principal standards, high-quality training, selective hiring, and a combination of solid on-the-job support and performance evaluation, especially for new hires.
Mendels, P. (2012). Principals in the pipeline. The Learning Professional, 33(3), 48.
In this study, FCT was superimposed on an existing NCE schedule in an attempt to maintain the advantages of each procedure while removing known limitations.
Mildon, R. L., Moore, D. W., & Dixon, R. S. (2004). Combining noncontingent escape and functional communication training as a treatment for negatively reinforced disruptive behavior. Journal of Positive Behavior Interventions, 6(2), 92-102.
The current study examined methods for training teachers to use functional analysis methods.
Moore, J. W., Edwards, R. P., Sterling‐Turner, H. E., Riley, J., DuBard, M., & McGeorge, A. (2002). Teacher acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 35(1), 73-77.
The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers’ use of incidental teaching. D
Mudd, J. M., & Wolery, M. (1987). Training head start teachers to use incidental teaching. Journal of the Division for Early Childhood, 11(2), 124-134.
The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.
National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (March 2018). Promoting Educator Effectiveness: The Effects of Two Key Strategies.
Based on results from PISA 2012, this Organisation for Economic Cooperation and Development (OECD) report examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences.
OECD (2015), Students, Computers and Learning: Making the Connection, OECD Publishing, Paris.
A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies have helped them in teaching their middle school and high school students in many ways. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers.
Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Washington, DC: Pew Research Center’s Internet & American Life Project. Retrieved from http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/
This paper evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool.
Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of applied behavior analysis, 34(3), 313-327.
the purpose of this chapter is to review the science of teams and their effectiveness, extrapolate critical lessons learned, and highlight several future challenges critical for military psychology to address in order to prepare future military teams for success.
Shuffler, M. L., Pavlas, D., & Salas, E. (2012). Teams in the military: A review and emerging challenges. In J. H. Laurence & M. D. Matthews (Eds.), The Oxford handbook of military psychology(pp. 282–310). Oxford, UK: Oxford University Press.
This study examines brief, targeted professional development (brief training, email prompting, and self-management) to improve teacher classroom management skills. The training focused on increasing the effective use of prompting, increased active student responding, and delivery of praise.
Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2019). The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices. Journal of Positive Behavior Interventions, 1098300719859615.
The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled.
Skinner, B. F. (1965). Science and human behavior (No. 92904). Simon and Schuster.
The purpose of this paper is to integrate statistically the results of the literature on teacher expectations.
Smith, M. L. (1980). Teacher expectations. Evaluation in Education, 4, 53-55.
At the request of David Barlow, President of Division 12, and under the aegis of Section III, this task force was constituted to consider methods for educating clinical psychologists, third party payors, and the public about effective psychotherapies
Task Force on Promotion and Dissemination of Psychological Procedures, Division of Clinical Psychology, American Psychological Association. (1995). Training in and Dissemination of Empirically-Validated Psychological Treatments: Report and Recommendations. The Clinical Psychologist, 48, 3-23.
This article summarize changes and challenges that school personnel will face in order to implement The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA).
The U.S. Department of Education Office of Educational Technology created this guide to assist software developers, startups and entrepreneurs in gaining specialized knowledge and is designed to help apply technology in smart ways to solve persistent problems in education.
U.S. Department of Education, Office of Educational Technology, Ed Tech Developer’s Guide, Washington, D.C., 2015.
The U.S. Department of Education Office of Educational Technology published this brief that is intended to help policymakers and administrators understand how analytics and data mining have been—and can be—applied for educational improvement while rigorously protecting student privacy.
U.S. Department of Education, Office of Educational Technology, Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief, Washington, D.C., 2012.
This report is the 2016 National Education Technology Plan. It is the latest policy document on educational technology from the U.S. Department of Education Office of Educational Technology. It sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations.
Category: 172, 173, 174, 175, 180, 189, 192, 194, 196
U.S. Department of Education, Office of Educational Technology, Future Ready Learning: Reimagining the Role of Technology in Education, Washington, D.C., 2016.
The Future Ready Schools: Building Technology Infrastructure for Learning guide provides practical, actionable information intended to help district leaders (superintendents, principals, and teacher leaders) navigate the many decisions required to deliver cutting-edge connectivity to students. It presents a variety of options for district leaders to consider when making technology infrastructure decisions, recognizing that circumstances and context vary greatly from district to district.
U.S. Department of Education, Office of Educational Technology, Future Ready Schools: Building Technology Infrastructure for Learning, Washington, D.C., 2014.
The U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the Early Learning and Educational Technology Policy Brief to promote developmentally appropriate use of technology in homes and early learning settings.
U.S. Department of Education, Office of Educational Technology, Policy Brief on Early Learning and Use of Technology, Washington, D.C., 2016.
The U.S. Department of Education Office of Educational Technology published this report that details the results of exploratory research on how to design and manage online communities of practice for educators.
U.S. Department of Education. (2014, April). Designing Online Communities of Practice for Educators to Create Value. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/10/Exploratory-Research-on-Designing-Online-Communities-FINAL.pdf.
This article examines the impact of poor decision making in school psychology, with a focus on determining eligibility for special education. Effective decision making depends upon the selection and correct use of measures that yield reliable scores and valid conclusions, but traditional psychometric adequacy often comes up short. The author suggests specific ways in which school psychologists might overcome barriers to using effective assessment and intervention practices in schools in order to produce better results.
VanDerHeyden, A. M. (2018, March). Why Do School Psychologists Cling to Ineffective Practices? Let’s Do What Works. In School Psychology Forum, Research in Practice(Vol. 12, No. 1, pp. 44-52). National Association of School Psychologists.
This research evaluated the separate treatment components of a functional communication training program for 3 severely handicapped persons who each displayed different topographies of aberrant behavior.
Wacker, D. P., Steege, M. W., NoRThUP, J. O. H. N., Sasso, G., Berg, W., Reimers, T., ... & DoNN, L. I. S. A. (1990). A component analysis of functional communication training across three topographies of severe behavior problems. Journal of Applied Behavior Analysis, 23(4), 417-429.
Results of this meta‐analysis research, testing for a moderator effect, show that support for the overjustification effect occurs only when intrinsic motivation is operationalized as task behaviour during a free‐time measure.
Wiersma, U. (1992). The effects of extrinsic rewards in intrinsic motivation: A meta-analysis.
This policy brief surveys historical and contemporary trends in teacher preparation, and explores what is known about the quality of five of the most prominent independent teacher education programs in the U.S., including their impact on teacher quality and student learning. The author's analysis demonstrates that claims regarding the success of such programs are not substantiated by peer-reviewed research and program evaluations.
Zeichner, K. (2016). Independent Teacher Education Programs: Apocryphal Claims, Illusory Evi-dence. Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/teacher-education