Education Drivers

Instructional Standards

Instructional design is the framework for increasing the effectiveness, efficiency, and appeal of curriculum needed to maximize learning. An effective curriculum is designed to facilitate the acquisition of skills and knowledge aligned with standards incorporating best practices in design and pedagogy. Curriculum ranges from lessons developed by teachers to professionally published textbooks. A curriculum should be constructed to include evidence-based practices and practice elements that are well matched to each lesson. The curriculum should incorporate the following criteria in its design: it aligns with standards, research of sufficient quality and quantity is available, levels of competency are defined, high rates of responding are embedded, opportunities to provide feedback for correct answers is addressed, corrective feedback and remediation are designated, scope and sequencing that lead to increasing levels of difficulty are spelled out, mastery-based instruction is required, and formative assessment is specified. In the end, for maximum effectiveness, lessons need to be linked to “big ideas,” those core concepts, principles, theories, and processes that provide instruction with meaning and context.

Data Mining

TITLE
SYNOPSIS
CITATION
What does science tell us about teaching reading?
This review examines the evidence that identifies the critical practice elements for effective reading instruction.
States, J. (2011). What does science tell us about teaching reading? Retrieved from what-does-science-tell.
TITLE
SYNOPSIS
CITATION
A meta-analysis of the effects of feedback in computer-based instruction

A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI).

Azevedo, R., & Bernard, R. M. (1995). A meta-analysis of the effects of feedback in computer-based instruction. Journal of Educational Computing Research, 13(2), 111-127.

Ideologies, practices, and their implications for special education.

The articles in this special issue suggest that a focus upon specific educational practices has far mor e potential for advancing the field o f special (and general) education than an emphasis upon philosophies, metatheories, theories, or psychological schools that we will refer to as ideologies.

Dixon, R., & Carnine, D. (1994). Ideologies, practices, and their implications for special education. The Journal of Special Education28(3), 356-367.

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL)

C-SAIL was established in July 2015 as a resource on the implementation and effects of college and career readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.

 

Edgerton, A. Polikoff, M., Desimone, L. (2017). How is policy affecting classroom instruction?. Evidence Speaks Reports. Volume 2, #14. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).

A survey of principles instructors: Why lecture prevails.

This paper confirms the predominance of lecture and adds to the existing literature by asking why principles instructors have selected their particular teaching methods.

Goffe, W. L., & Kauper, D. (2014). A survey of principles instructors: Why lecture prevails. The Journal of Economic Education45(4), 360-375.

Focus on Behavior Analysis in Education: Achievements, Challenges, & Opportunities

The contributing authors present literature reviews, conceptual analyses, and data from several original studies; they describe advancements in curricula, classroom and schoolwide interventions, and teacher training programs; and they offer personal perspectives on the current status and future directions of behavior analysis in education.

Heward, W. L., Heron, T. E., Neef, N. A., Peterson, S. M., Sainato, D. M., Cartledge, G. Y., Gardner, R., Peterson, L. D., Hersh, S. B., Dardig, J. C. (2005). Focus on behavior analysis in education: Achievements, challenges, and opportunities. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Effect of feedback and remediation on students' achievement in junior secondary school mathematics

This study investigated the effects of feedback and remediation as instructional strategies on junior secondary school students' achievement in mathematics.

James, A.O. & Folorunso, A.M. (2012). Effect of feedback and remediation on students' achievement in junior secondary school mathematics. International Education Studies, 5(5), 153-162.

Student Achievement through Staff Development

This book provides research as well as case studies of successful professional development strategies and practices for educators.

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. ASCD.

Instructional coaching

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. 

Knight, J. (2006). Instructional Coaching. School Administrator63(4), 36.

Effectiveness of mastery learning programs: A meta-analysis

A meta-analysis of findings from 108 controlled evaluations showed that mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools.

Kulik, C., Kulik, J., & Bangert-Drowns, R. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60, 265-299.

20 Years of TIMMS International trends in Mathematics and Science Achievement, Curriculum, and Instruction

This report attempts to summarize the most important and interesting trends emerging from TIMSS across the past two decades. The report is organized from macro to micro perspectives. The first chapter provides an overview of student achievement worldwide. The second and third chapters explore curriculum and instruction. The fourth and fifth chapters narrow the focus to two topics of interest among policymakers. 

Mullis, I. V., Martin, M. O., & Loveless, T. (20). years of TIMSS: International trends in mathematics and science achievement, curriculum, and instruction. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA).

Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups

This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.

National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups(NIH Publication No. 00-4754). Washington, DC: U. S. Government Printing Office.

Within Our Grasp Achieving Higher Admissions Standards in Teacher Prep

Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level

Walsh, K., Joseph, N., and Lewis, A. (2016). Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Council on Teacher Quality.

WWC Examines the Evidence on Two Teacher Training Programs

If teachers are to have a significant impact on student learning it is necessary for them to be well trained and prepared for the role of teacher.  This report examined the effectiveness of the National Board for Professional Teaching Standards (NBPTS) and My TeachingPartner Pre-K.  The NBPTS is a professional certification program for teachers that have taught at least three years and can meet the NBPTS standards.  My TeachingPartner Pre-K incorporates multiple media and coaching to prepare early education teachers.  The results of the What Works Clearinghouse review of NBPTS is that it had mixed effects in mathematics in grades 3-8 and no discernable effect on English language arts achievement.  There were no studies that met WWC standards for review so no judgment can be made about its effectiveness.  The results of this review highlight the necessity of evaluating the effectiveness of teacher training programs.  The stakes are very high for the students and families being served by teachers and nationally very large amount of money is spent on training teachers.  It would be nice to know which approaches to teacher professional development are effective and which have no beneficial effect.

What Works Clearinghouse, Institute for Education Science (2018).  National Board for Professional Teaching Standards Certification Intervention Report. Retrieved from https://ies.ed.gov/ncee/wwc/InterventionReport/689

TITLE
SYNOPSIS
Best Evidence Encyclopedia

The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.

Center for Standards, Alignment, Instruction, and Learning (C-SAIL)

C-SAIL was established in July 2015 to serve as an objective resource on the implementation and effects of the full breadth of college- and career-readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.

Over the next five years, C-SAIL will:

  • Compare and contrast college- and career-readiness standardsimplementation in English language arts (ELA) and math across different states.
  • Capture thedifferences in approaches to implementation between states, districts, schools, and classrooms, and between students within a classroom, and determine their effects. 
  • Measure college- and career-readiness standards’impact on student achievement, through NAEP scores, high school graduation rates, and college enrollment and employment rates. 
  • Create and make availablenew tools for teachers to monitor in real-time how well-aligned the content of their enacted curriculum is to their states’ college- and career-readiness standards in ELA and math.
  • Test theFeedback on Alignment and Support for Teachers (FAST) Program to support teachers through feedback and coaching.
  • Engage policymakers, education practitioners, and researchers in national discussions of the Center’s work and its findings.
National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

Back to Top