Education Drivers

Staff

Publications

TITLE
SYNOPSIS
CITATION
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.

Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls [Publication]
This paper discusses evidence-based ways of working with staff to promote program intervention integrity and accurate data collection.
Reid, D. (2010). Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls.Journal of Evidence-Based Practices for Schools, 11(2), 169–186.

 

Data Mining

TITLE
SYNOPSIS
CITATION
How does performance feedback affect the way teachers carry out interventions?
This analysis examined the impact of performance feedback on the quality of implementation of interventions.
Detrich, R. (2015). How does performance feedback affect the way teachers carry out interventions? Retrieved from how-does-performance-feedback.
How often are treatment integrity measures reported in published research?
This analysis examined the frequency that treatment integrity is reported in studies of research-based interventions.
Detrich, R. (2015). How often are treatment integrity measures reported in published research? Retrieved from how-often-are-treatment.
How well are Interventions Implemented in Educational Settings?
This analysis examined two studies to understand the reliability of self-reporting of practitioners implementing interventions.
Detrich, R. (2015). How well are Interventions Implemented in Educational Settings? Retrieved from how-well-are-interventions.
What is the relationship between teacher working conditions and school performance?
This inquiry looks at the effect of time on the job and the quality of a teacher's skills.
Keyworth, R. (2010). What is the relationship between teacher working conditions and school performance? Retrieved from what-is-relationship-between882.
Does the use of coaching as a professional development strategy improve student performance?
This review examines research on the effectiveness of coaching as a teacher training tool that can improve student performance.
States, J. (2011). Does the use of coaching as a professional development strategy improve student performance? Retrieved from does-use-of-coaching.
What evidence do principals rely on in assessing the quality of a teacher’s instruction?
This analysis examines principal sources of information on teacher instructional competency and the amount of time spent assessing teacher's instructional skills.
States, J. (2015). What evidence do principals rely on in assessing the quality of a teacher’s instruction? Retrieved from what-evidence-do-principals.

 

Presentations

TITLE
SYNOPSIS
CITATION
Performance Feedback: Use It or Lose It

This paper examines the importance of performance feedback systems at all levels of school, staff and student outcomes to achieve desired results over time.

Keyworth, R. (2011). Performance Feedback: Use It or Lose It [Powerpoint Slides]. Retrieved from 2011-aba-presentation-randy-keyworth.

In God We Trust; All Others Must Bring Data

This paper discusses the importance of systematizing data-based decision making at all levels of school operation.

States, J. (2009). In God We Trust; All Others Must Bring Data [Powerpoint Slides]. Retrieved from 2009-wing-presentation-jack-states.

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. (2011). Performance Feedback in Education: On Who and For What [Powerpoint Slides]. Retrieved from 2011-wing-presentation-aubrey-daniels.
Performance Feedback from a Global Perspective
This paper reviewed recent feedback on U.S. school performance from the Programme for International Student Assessment (PISA).
Keyworth, R. (2011). Performance Feedback from a Global Perspective [Powerpoint Slides]. Retrieved from 2011-wing-presentation-randy-keyworth.
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 [Powerpoint Slides]. Retrieved from 2009-wing-presentation-dennis-reid.
A Systems Approach to Feedback: What You Need to Know and Who Needs
This paper looks at feedback as a powerful systems approach to improving the performance of both student and school faculty.
States, J. (2011). A Systems Approach to Feedback: What You Need to Know and Who Needs [Powerpoint Slides]. Retrieved from 2011-calaba-presentation-jack-states.
Feedback as Education Reform: What We Know
This paper examines the power of feedback as a strategy for improving student performance. Types of feeback are explored building from student and teacher performance that can be aggregated to create a systems wide feedback tool.
States, J. (2011). Feedback as Education Reform: What We Know [Powerpoint Slides]. Retrieved from 2011-aba-presentation-jack-states.
Systems-Level Data-Based Decision Making for Evidence-Based Practice
This paper examines systems-level data-based decision making in the context of implementation of Response to Intervention (RtI) practices.
Tilly, D, III. (2009). Systems-Level Data-Based Decision Making for Evidence-Based Practice [Powerpoint Slides]. Retrieved from 2008-wing-presentation-david-tilly.
TITLE
SYNOPSIS
CITATION
The impact of evidence-based practice implementation and fidelity monitoring on staff turnover: evidence for a protective effect.

This study evaluated the impact of monitoring trreatment integrity when implementeing an evidence-based intervention on staff turnover.  There was less staff turnover when integrity was monitored.

Aarons, G. A., Sommerfeld, D. H., Hecht, D. B., Silovsky, J. F., & Chaffin, M. J. (2009). The impact of evidence-based practice implementation and fidelity monitoring on staff turnover: evidence for a protective effect. Journal of consulting and clinical psychology, 77(2), 270. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/pmc2742697

Coaching side by side: One-on-one collaboration creates caring, connected teachers

This article describes a school district administrator's research on optimal coaching experiences for classroom teachers. This research was done with the intent of gaining a better understanding of how coaching affects student learning. 

Akhavan, N. (2015). Coaching side by side: One-on-one collaboration creates caring, connected

teachers. Journal of Staff Development, 36,34-37.

 

Pushing the horizons of student teacher supervision: Can a bug-in-ear system be an effective plug-and-play tool for a novice electronic coach to use in student teacher supervision? ProQuest Dissertations and Theses.

This case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

Almendarez, M. B., Zigmond, N., Hamilton, R., Lemons, C., Lyon, S., McKeown, M., Rock, M. (2012). Pushing the horizons of student teacher supervision: Can a bug-in-ear system be an effective plug-and-play tool for a novice electronic coach to use in student teacher supervision? ProQuest Dissertations and Theses.

An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in...

This review considers the essential feature of performance feedback.

Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in. Journal of Organization Behavior Management, 21(1), 3-29. 

 

The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention. The Elementary School Journal112(1), 107-131.

An Experimental Examination of the Impact of Choice of Treatment Components on Treatment Integrity.

When teachers were given a choice of intervention components they had higher levels of treatment integrity compared to when they had no choice.

Andersen, M., & Daly, E. J. (2013). An Experimental Examination of the Impact of Choice of Treatment Components on Treatment Integrity. Journal of Educational & Psychological Consultation, 23(4), 231-263.

Instructional Coaching: Professional development strategies that improve instruction

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. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. 

Annenburg Institute for School Reform. (2004). Instructional Coaching: Professional development strategies that improve instruction.Retrieved from: http://www.annenberginstitute.org/publications/professional-development-strategies-professional-learning-communitiesinstructional-coac

 

A Descriptive Evaluation of Long-Term Treatment Integrity

If effective interventions are not implemented with integrity they like will not have desired effects. This paper examines how much integrity is necessary to obtain benefit from interventions.

Arkoosh, M. K., Derby, K. M., Wacker, D. P., Berg, W., McLaughlin, T. F., & Barretto, A. (2007). A Descriptive Evaluation of Long-Term Treatment Integrity. Behavior Modification, 31(6), 880-895.

Increasing Pre-service Teachers' Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior.

This study evaluated the effects of performance feedback to increase the implementation of skills taught during in-service training.

Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing Pre-service Teachers’ Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior. Journal of Behavioral Education, 19(2), 169-183.

Methods Used to Document Procedural Fidelity in School-Based Intervention Research.

The paper reviews methods for assessing treatment integrity in publiished research reports.

Barnett, D., Hawkins, R., McCoy, D., Wahl, E., Shier, A., Denune, H., & Kimener, L. (2014). Methods Used to Document Procedural Fidelity in School-Based Intervention Research. Journal of Behavioral Education, 23(1), 89-107.

The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners.

This study evaulates the effects of performance feedback as part of proffessional development across three studies.

Barton, E. E., Pribble, L., & Chen, C.-I. (2013). The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners. Journal of Early Intervention, 35(3), 270-297.

Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision

Rewards and praise are often recommended by education consultants.  In this paper the author reviews the sources of resistance to these recommendations and some approaches for overcoming the objections.

Bear, G. G. (2013). Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision. Journal of Educational & Psychological Consultation, 23(4), 318-340.

From practice to evidence in child welfare: Model specification and fidelity measurement of Team Decisionmaking.

This paper describes an effective and efficient fidelity measurement method.

Bearman, S. K., Garland, A. F., & Schoenwald, S. K. (2014). From practice to evidence in child welfare: Model specification and fidelity measurement of Team Decisionmaking. Children & Youth Services Review, 39.

Questioning the Author: An approach for enhancing student engagement with text

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

Beck, I. L., & McKeown, M. G., Hamilton, R. L., & Kugan, L. (1997). Questioning the Author: An approach for enhancing student engagement with text.Newark, DE: International Reading Association.

 

Questioning the Author: An approach for enhancing student engagement with text

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

Beck, I. L., & McKeown, M. G., Hamilton, R. L., & Kugan, L. (1997). Questioning the Author: An approach for enhancing student engagement with text.Newark, DE: International Reading Association.

 

Putting the pieces together: An Integrated Model of program implementation

One of the primary goals of implementation science is to insure that programs are implemented with integrity.  This paper presents an integrated model of implementation that emphasizes treatment integrity.

Berkel, C., Mauricio, A. M., Schoenfelder, E., Sandler, I. N., & Collier-Meek, M. (2011). Putting the pieces together: An Integrated Model of program implementation. Prevention Science, 12, 23-33.

Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions in different situations. 

Bethune, K. S., & Wood, C. L. (2013). Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities. Teacher Education and Special Education, 36(2), 97-114.

 

Professional development and teacher learning: Mapping the terrain

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher30(8), 3–15.

Treatment Integrity in School-Wide Programs: A Review of the Literature (1993-2012).

School-wide prevention programs are only effectve when implemented with integrity.  This paper reviews the rate of reported treatment integriy in research evaluating school-wide progrms.

Bruhn, A., Hirsch, S., Lloyd, J., Bruhn, A. L., Hirsch, S. E., & Lloyd, J. W. (2015). Treatment Integrity in School-Wide Programs: A Review of the Literature (1993-2012). Journal of Primary Prevention, 36(5).

Graphical Feedback to Increase Teachers' Use of Incidental Teaching.

Incidental teaching is often a component of early childhood intervention programs.  This study evaluated the use of grahical feedback to increase the use of incidental teaching.

Casey, A. M., & McWilliam, R. A. (2008). Graphical Feedback to Increase Teachers’ Use of Incidental Teaching. Journal of Early Intervention, 30(3), 251-268. 

The Characteristics and Effectiveness of Feedback Interventions Applied in Early Childhood Settings.

This study evaluated the characteristics of effective feedback in early childhood settings.

Casey, A. M., & McWilliam, R. A. (2011). The Characteristics and Effectiveness of Feedback Interventions Applied in Early Childhood Settings. Topics in Early Childhood Special Education, 31(2), 68-77.

The impact of checklist-based training on teachers' use of the zone defense schedule.

One of the challenges for increasing treatment integrity is finding effective methods for doing so.  This study evaluated the use of checklist-based training to increase treatment integrity.

Casey, A. M., & McWilliam, R. A. (2011). The impact of checklist-based training on teachers’ use of the zone defense schedule. Journal of Applied Behavior Analysis, 44(2), 397-401. 

A Framework for Measuring Fidelity of Implementation: A Foundation for Shared Language and Accumulation of Knowledge.

This paper describes a set of measures for measuring the fidelity of implementation.

Century, J., Rudnick, M., & Freeman, C. (2010). A Framework for Measuring Fidelity of Implementation: A Foundation for Shared Language and Accumulation of Knowledge. American Journal of Evaluation, 31(2), 199-218.

The Long-Term Impacts Of Teachers: Teacher Value-Added And Student Outcomes In Adulthood

This paper examines the issue of efficacy of value-added measures in evaluating teachers. This question is important in understanding whether value-added analysis provides unbiased estimates of teachers’ impact on student achievement and whether these teachers improve long-term student outcomes.

Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood (No. w17699). National Bureau of Economic Research.

Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans.

This study investigated the effects of performance feedback to increase treatment integrity.

Codding, R. S., Feinberg, A. B., & Dunn, E. K. (2005). Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans. Journal of Applied Behavior Analysis, 38(2), 205-219. 

 

The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities.

This study evaluated the effects of video modeling on staff implementation of a problem solving intervention.

Collins, S., Higbee, T. S., & Salzberg, C. L. (2009). The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities. Journal of applied behavior analysis, 42(4), 849-854.

Program integrity in primary and early secondary prevention: are implementation effects out of control

Dane and Schneider propose treatment integrity as a multi-dimensional construct and describe five dimensions that constitute the construct.

Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: are implementation effects out of control. Clinical psychology review, 18(1), 23-45.

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.

Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework.

This paper provides a conceptual framework for maximizing the implementation of evidece-based interventions.

Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., . . . Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1(3), 6-28.

Effects of public feedback during RTI team meetings on teacher implementation integrity and student academic performance.

This study evaluated the impact of public feedback in RtI team meetings on the quality of implementation.  Feedback improved poor implementation and maintained high level implementation.

Duhon, G. J., Mesmer, E. M., Gregerson, L., & Witt, J. C. (2009). Effects of public feedback during RTI team meetings on teacher implementation integrity and student academic performance. Journal of School Psychology, 47(1), 19-37.

An Exploration of Teacher Acceptability of Treatment Plan Implementation: Monitoring and Feedback Methods.

This paper summarizes survey results about the acceptability of different methods for monitoring treatment integrity and performance feedback.

Easton, J. E., & Erchul, W. P. (2011). An Exploration of Teacher Acceptability of Treatment Plan Implementation: Monitoring and Feedback Methods. Journal of Educational & Psychological Consultation, 21(1), 56-77. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10474412.2011.544949?journalCode=hepc20.

Stand by me: What teachers say about unions, merit pay, and other professional matters

This paper exams teachers' views on unions, tenure, pay-for-performance, alternative certification, and other issues and finds that while most teachers are strong supporters of standards, a sense of vulnerability, along with fears of politics and favoritism, make them loyal to the tenure system, loyal to their unions, and highly skeptical about pay tied to student test scores.

Farkas, S., Johnson, J., & Duffett, A. (2003). Stand by me: What teachers say about unions,

merit pay, and other professional matters. New York: Public Agenda.

Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement
In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a school-wide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to thinking aloud in which they exposed students to comprehension strategies that they used while reading. 

Fisher, D., Frey, N., & Lapp, D. (2011). Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement. The Teacher Educator, 46(3), 231-243.

Strategies for Effective Classroom Coaching

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

Garbacz, S. A., Lannie, A. L., Jeffrey-Pearsall, J. L., & Truckenmiller, A. J. (2015). Strategies for effective classroom coaching. Preventing School Failure: Alternative Education for Children and Youth59(4), 263-273.

Enrollment and Employees in Postsecondary Institutions Fall 2016; and Financial Statistic and Academic Libraries, Fiscal Year 2016

The purpose of this report is to introduce new data through tables containing descriptive information, such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. While only a small amount of the data included in the spring 2017 collection are displayed in this

Ginder, S. A., Kelly-Reid, J. E., & Mann, F. B. (2017). Enrollment and Employees in Postsecondary Institutions, Fall 2016; and Financial Statistics and Academic Libraries, Fiscal Year 2016. First Look (Provisional Data). NCES 2018-002. National Center for Education Statistics.

What works in professional development?

A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do.

Guskey, T. R., & Yoon, K. S.(2009). What works in professional development? Phi Delta Kappan.doi: 10.1177003172170909000709.

Assessing the cost of instructional coaching.

this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching. 

Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 52-80.

The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence

This study review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research88(4), 547-588.

Using in-service and coaching to increase teachers’ accurate use of research-based strategies

This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction.

Kretlow, A. G., Cooke, N. L., & Wood, C. L. (2012). Using in-service and coaching to increase teachers’ accurate use of research-based strategies. Remedial and Special Education33(6), 348-361.

Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units.

This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.

Kretlow, A. G., Wood, C. L., & Cooke, N. L. (2011). Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units. The Journal of Special Education44(4), 234-246.

What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement

The seven guiding principles in this manuscript offer research-based directions for literacy coaching.

L’Allier, S., Elish-Piper, L., & Bean, R. M. (2011). What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement. The Reading Teacher, 63,544-554. doi: 10.1598/RT.63.7.2

The effect of content-focused coaching on the quality of classroom text discussions

This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years.

Matsumura, L. C., Garnier, H.E., Spybrook, J. (2012). The effect of content-focused coaching on the quality of classroom text discussions. Journal of Teacher Education, 63,214-228.

Evaluating Value-Added Models for Teacher Accountability. Monograph.

Value added modeling has become of interest to policymakers interested in evaluating teacher performance.  The authors argue that the models work well when the schools in the sample are homogenous but as heterogeneity of the student population  increases estimates of teacher effects are likely to confounded.

McCaffrey, D. F., Lockwood, J. R., Koretz, D. M., & Hamilton, L. S. (2003). Evaluating Value-Added Models for Teacher Accountability. Monograph. ERIC. Retrieved from http://eric.ed.gov/?id=ED529961

Early intervention in reading: From research to practice

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented. 

Menzies, H. M, Mahdavi, J. N., & Lewis, J. L. (2008). Early intervention in reading: From research to practice. Remedial and Special Education, 29(2), 67-77.

Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. 

Neuman, S. B., & Wright, T. S. (2010). Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching. Elementary School Journal, 11,63-86. No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319 (2002).

No Child Left Behind Act of 2001

No Child Left Behind Act of 2001 ESEA Reauthorization

No child left behind act of 2001. Publ. L, 107-110. (2002)

Every Student Succeeds Act

The Every Student Succeeds Act: Explained.

Plans, A. (2015). The every student succeeds act: Explained. Education Week.

Effects of an early literacy professional development intervention on Head Start teachers and children

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. 

Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on Head Start teachers and children. Journal of Educational Psychology, 102, 299-312.

Using Coaching to Support Teacher Implementation of Classroom-based Interventions.

This study evaluted the impact of coaching on the implementation of an intervention.  Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.

Reinke, W., Stormont, M., Herman, K., & Newcomer, L. (2014). Using Coaching to Support Teacher Implementation of Classroom-based Interventions. Journal of Behavioral Education, 23(1), 150-167.

A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

Ruble, L. A., McGrew, J. H., Toland, M. D., Dalrymple, N. J., & Jung, L. (2013). A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism. Journal of Consulting and Clinical Psychology, 81, 566-572.

Professional development for cognitive reading strategy instruction

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. 

Sailors, M., & Price, L. (2010). Professional development for cognitive reading strategy instruction. Elementary School Journal, 110,301-323.

 

Effects of multilevel support on first-grade teachers’ use of research-based strategies during beginning reading instruction

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. 

Schnorr, C. I. (2013). Effects of multilevel support on first-grade teachers' use of research-based strategies during beginning reading instruction (Doctoral dissertation, The University of North Carolina at Charlotte).

Multitiered support framework for teachers’ classroom-management practices: Overview and case study of building the triangle for teachers

In this article, the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.

Sugai, G. (2014). Multitiered support framework for teachers’ classroom-management practices: Overview and case study of building the triangle for teachers. Journal of Positive Behavior Interventions, 16(3), 179-190.

Targeted reading intervention: A coaching model to help classroom teachers with struggling readers

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions.  

Targeted reading intervention: A coaching model to help classroom teachers with struggling readers. Learning Disability Quarterly, 35, 102-114.

The Mirage: Confronting the truth about our quest for teacher development

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

TNTP. (2015). The Mirage: Confronting the truth about our quest for teacher development. Retrieved from: https://tntp.org/publications/view/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

The coaching of teachers: Results of five training studies.

In this study, the results of five training studies evaluating the effects of a coaching program for use in Dutch primary and secondary schools are described.

Veenman, S, & Denessen, E. (2001). The coaching of teachers: Results of five training studies.

Educational Research and Evaluation, 7(4), 385–417.

Making the case for evidence-based policy

U.S. public policy has increasingly been conceived, debated, and evaluated through the lenses of politics and ideology. The fundamental question -- Will the policy work? -- too often gets short shrift or even ignored. A remedy is an evidence-based policy--a rigorous approach that draws on careful data collection, experimentation, and both quantitative and qualitative analysis to determine what the problem is, which ways it can be addressed, and the probable impacts of each of these ways. 

Wesley, P. W., & Buysse, V. (2006). Making the case for evidence- based policy. In V. Buysse & P. W. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 117–159). Washington, DC: Zero to Three.

Role of professional development and multi-level coaching in promoting evidence-based practice in education

 Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.

Wood, C. L., Goodnight, C. I., Bethune, K. S., Preston, A. I., Cleaver, S. L. (2016). Role of professional development and multi-level coaching in promoting evidence-based practice in education. Learning Disabilities: A Contemporary Journal, 14,159-170.

Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers.

The purpose of this study is to examine research to answer the question, What is the impact of teacher professional development on student achievement.

Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).

TITLE
SYNOPSIS
AdvancED
AdvanceED is national nonprofit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems.
Center for American Progress
The Center for American Progress is an independent nonpartisan policy institute provides research, analyses and advocacy on a wide range of education issues.
Center for Education Policy Analysis (CEPA)
CEPA is a research center focusing education policy issues including Poverty and Inequality; Federal and State Education Policy; Technological Innovations in Education; and Teaching and Leadership Effectiveness.
Center for Public Education (CPE)
The Center for Public Education provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools.
Common Core of Data (CCD)
CCD is a program of the U.S. Department of Education's National Center for Education Statistics that annually collects fiscal and non-fiscal data about all public schools, public school districts and state education agencies in the United States
Condition of Education
The Condition of Education is an annual report on key indicators of the U.S. education system. It is published by the Institute of Education Sciences, National Center for Education Statistics, U.S. Department of Education.
Data Quality Campaign
This nonprofit organization promotes the systematic and outcome driven use of data at all levels of education
Data.gov/education
This federal education site provides access to a large number of data sets covering all levels of education.
Digest of Education Statistics
The Digest of Education Statistics is produced by the National Center for Educational Statistics. It provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school.
ED Data Inventory
The ED Data Inventory describes all data reported to the Department of Education, to allow publication of valuable statistics about the state of education in this country.
EdTech Strategies
EdTech Strategies (Doug Levin) provides strategic research and counsel on issues at the intersection of education, public policy, technology, and innovation.
Education Commission of the States
The Education Commission of the States tracks state policy trends, translates academic research, provides advice and creates opportunities for state leaders to learn from one another.
Education Trust
The Education Trust is a national non-profit advocacy organization that promotes high academic achievement for all students at all levels, particularly for students of color and low-income students.
Institute of Education Sciences
IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Its mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public.
National Center on Student Progress Monitoring
The Center's mission is to provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas (Gr. K-5).
Positive Behavioral Interventions and Supports (PBIS)

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

Back to Top