Categories for Effective Instruction

What do we know about teacher preparation? (Wing Institute Original Paper)

March 3, 2020

Teacher Preparation: Overview. Because research has shown that, of all school factors, teachers have the greatest influence on student achievement it is not surprising the United States invests significant time and money in the preparation of new teachers. The available research highlights the importance of preparation programs recruiting and selecting the highest quality candidates, training prospective teachers in evidence-based practices, and employing pedagogical practices including extensive time in actual classrooms teaching students as necessary to developing exemplary teachers. Research comparing traditional 4-year teacher schools of education, graduate degree credential models, and alternative routes suggest that current approaches to credentialing are falling far short of expectations. Efforts to hold preparation programs accountable to higher standards by making better use of program evaluation and holding institutions accountable by linking graduates to student achievement are hopeful signs and offer viable options for improving existing models and replacing outdated training methods so prevalent in many of todays pre-service programs.

Citation: Cleaver, S., Detrich, R. & States, J. (2020). Overview of Teacher Preparation. Oakland, CA: The Wing Institute.https://www.winginstitute.org/quality-teachers-pre-service.

Link: https://www.winginstitute.org/quality-teachers-pre-service

 


 

What does the latest research say about classroom management?

February 28, 2020

An Evidence-Based Review and Meta-Analysis of Active Supervision. In teacher surveys, classroom management comes up as one of the more significant challenges facing teachers. One of the most common strategies available to teachers is Active Supervision. Active Supervision is defined by the teacher frequently circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors. Although teachers often employ Active Supervision, what does the research tell us about this classroom management strategy? This paper synthesizes and evaluates 12 studies to calculate the effect size on Active Supervision and student conduct. The authors conclude that Active Supervision is a necessary and powerful tool in the prevention of problem behavior. The study recommends that additional research is needed as the current research is limited in quality and quantity and does not meet What Works Clearinghouse standards.

Citation: Gage, N. A., Haydon, T., MacSuga-Gage, A. S., Flowers, E., & Erdy, L. (2020). An Evidence-Based Review and Meta-Analysis of Active Supervision. Behavioral Disorders, 0198742919851021.

Link: https://journals.sagepub.com/doi/abs/10.1177/0198742919851021

 


 

How effective are reading instruction programs?

February 25, 2020

Comparing Reading Research to Program Design: An Examination of Teachers College Units of Study. This report is the first of a new initiative by Student Achievement Partners to review different reading instructional programs that have been adopted and are widely used in schools.  The goal is to examine the programs in the context of best available research evidence regarding the critical components of teaching reading. Specifically, the components identified include:  phonics and fluency, text complexity, building knowledge and vocabulary, and English learner supports.  The first program reviewed was Units of Study from the Teachers College Reading & Writing Project.  The findings were detailed, but the overall conclusion was that, despite the curriculum’s many qualities, it would “be unlikely to lead to literacy success for all of the American public schoolchildren, given the research.”  The curriculum would support children who show up at school already reading or primed to read.  It would not meet the needs of children who need practice opportunities in a specific area of reading or language development.

Citation: Adams, M.J., Fillmore, L.W., Goldenberg, C., Oakhill, J., Paige, D.D., Rasinski, T., & Shanahan, T. (2020). Comparing Reading Research to Program Design: An Examination of Teachers College Units of Study. Student Achievement Partners.

Link: https://achievethecore.org/page/3240/comparing-reading-research-to-program-design-an-examination-of-teachers-college-units-of-study

 


 

I thought we knew how to teach reading?

February 21, 2020

The Current Controversy About Teaching Reading: Comments for Those Left with Questions After Reading the New York times Article. This Op-Ed commentary by Daniel Willingham discusses the current knowledge base on effective reading instruction in the context of a recent New York Times article on the topic. For over twenty years, the core components of effective reading (phonics, phonemic awareness, vocabulary, fluency, and comprehension) have been available to educators. Despite ample evidence, a large number of teacher preparation programs do not adequately train teachers on the best available evidence, many relying on an approach, “Balanced Literacy.” Balanced literacy was offered as a compromise to end the conflict between those advocating for phonics instruction and instructors promoting the immersion in relevant texts designed to motivate student’s learning. In practice, when Balanced Literacy is implemented, phonics instruction is frequently not included in the curriculum. Willingham concludes that decoding is the most thoroughly researched aspect of reading, decoding’s efficacy is well documented, and he suggests it is about time educators take advantage of this work.

Citation: Willingham, D. (2020). The Current Controversy About Teaching Reading: Comments for Those Left with Questions After Reading the New York times Article. University of Virginia: Daniel Willingham-Science & Education. http://www.danielwillingham.com/daniel-willingham-science-and-education-blog

Linkhttp://www.danielwillingham.com/daniel-willingham-science-and-education-blog

New York Times Article: An Old and Contested Solution. https://www.nytimes.com/2020/02/15/us/reading-phonics.html

 


 

What is the impact of having a student teacher on the students’ performance?

February 19, 2020

Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers. Each school year, more than 125,000 student teachers complete training working in a classroom with actual students. A substantial body of research exists regarding the importance of clinical training for teachers, but much less is available on the impact of student teachers on the students they serve. This paper examines the consequences of having an apprentice teacher for 4-8 graders in the state of Washington. The authors find that hosting a student teacher had neither a positive or negative impact on student’s performance in the year of the apprenticeship. The study did find a modest positive impact on students’ math and reading achievement in a teacher’s classroom in the following years. The study concludes that schools and parents feel comfortable that hosting a student teacher, and there may be a small benefit achievement from this experience.

Citation: Goldhaber, D., Krieg, J. M., & Theobald, R. (2020). Exploring the impact of student teaching apprenticeships on student achievement and mentor teachers. Journal of Research on Educational Effectiveness, 1-22.

Linkhttps://www.researchgate.net/publication/339243789_Exploring_the_Impact_of_Student_Teaching_Apprenticeships_on_Student_Achievement_and_Mentor_Teachers

 


 

How effective are teacher preparation programs teaching reading?

February 13, 2020

Teacher prep review: Program Performance in Early Reading Instruction.  Each school year, over one million public school 4th graders fail to achieve proficiency in reading. Evidence strongly suggests this is unnecessary as a roadmap with the potential to reduce the rate of reading failure from 3% to 1% of children is available. 

The National Council of Teacher Quality (NCTQ) review examines teacher preparation program progress in adopting the necessary components of evidence-based reading instruction. The report continues the effort of two previous reports offering educators a look at trends on preparation program progress on providing this essential training. NCTQ assesses Teacher preparation programs on the instruction of the five components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The NCTQ assessed preparation programs on three criteria; teaching all five components, the inclusion of high-quality textbooks offering detailed information on all five factors, and requiring teacher candidates to demonstrate mastery of the five skill sets.

The findings reveal that preparation programs are making persistent progress delivering instruction for all five reading components. The report concludes the field of teacher preparation is at a critical juncture in reading training as the data suggests a continued momentum in favor of science-based reading instruction. This year’s report finds undergraduate programs consistently improved scientifically-based reading instruction since NCTQ first began these studies. This report finds 57 percent now earning an A or B. This growth represents a 10-point improvement when compared to 2016 and an 18-point increase over the 2013 Teacher Prep Review. 

Figure 1. Drake, G., et al. (2020)

Although this progress is to lauded, it is important to note only half of the programs provide instruction in phonemic awareness, the first step in mastering reading. The study also finds teachers are not any more likely to learn the importance of fluency, with only 53 percent of programs providing adequate coverage of this component. 

Citation: Drake, G., et al. (2020). Teacher Prep Review: Program Performance in Early Reading Instruction. National Council on Teacher Quality.https://www.nctq.org/dmsView/NCTQ_2020_Teacher_Prep_Review_Program_Performance_in_Early_Reading_Instruction

Link: https://www.nctq.org/dmsView/NCTQ_2020_Teacher_Prep_Review_Program_Performance_in_Early_Reading_Instruction

 


 

Are high rates of teacher turnover a serious problem for schools?

February 13, 2020

The trouble with teacher turnover: How teacher attrition affects students and schools. Schools in the United States continue to experience a shortage of classroom teachers. Teacher shortages negatively impact school systems, including but not limited to student learning and available district resources. This study finds higher turnover rates in the southern states; among mathematics, science, special education, English language development, and foreign language teachers; in schools serving students of color and from low-income families; and among teachers of color. The analysis reveals factors associated with higher turnover rates, ranging from insufficient administrative support to teacher compensation. Finally, the paper proposes strategies to address teacher turnover to ensure a stable teacher workforce.

Citation: Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. education policy analysis archives27, 36.

Linkhttps://epaa.asu.edu/ojs/article/download/3699/2230

 


 

How important is teacher compensation?

February 13, 2020

The Unavoidable: Tomorrow’s Teacher Compensation. This research examines the issue of teacher compensation. The author finds that teachers earn significantly less than they could make working in other comparable fields. The results show teacher salaries have been stagnant as a result of money has been funneled to increasing the number of educators and support personnel in schools. An examination of school expenditures reveals substantial growth in the costs of teacher pensions, and health care coverage has negatively affected teacher compensation. Consequently, inadequate teacher compensation reduces teacher retention and, ultimately, the quality of instruction. The research cautions against merely throwing money at the problem, as is commonly the case in many policy initiatives that do not directly impact how teachers teach.

Citation: Hanushek, E. A. (2020). The Unavoidable: Tomorrow’s Teacher Compensation. Stanford Hoover Education Success Initiative. http://hanushek.stanford.edu/publications/unavoidable-tomorrow’s-teacher-compensation

Linkhttp://hanushek.stanford.edu/publications/unavoidable-tomorrow’s-teacher-compensation

 


 

How can teachers discourage inappropriate conduct? (Wing Institute Original Paper)

February 10, 2020

Decreasing Inappropriate Behavior Overview. Teachers place inappropriate conduct at the top of the list of challenges they face. Unacceptable behavior ranges from problematic speech to violence. Evidence supports a continuum of strategies to decrease inappropriate behavior, beginning with the least intrusive and progressing through increasingly restrictive interventions. A simple but effective intervention is explicit student reprimand, a brief correction defining the error and explaining how to improve. Performance feedback is a more formal strategy that uses comments, charts, graphs, and reports to assist students analyze and improve performance by specifying expected behavior, unacceptable performance, and the consequences for each. Basic to reducing inappropriate conduct is planned ignoring (extinction), or withholding attention when misbehavior occurs. A multiform intervention is differential reinforcement. It combines reinforcement for appropriate behavior and ignoring misbehavior in various arrangements by increasing desired behavior to replace or decrease misbehavior. Systems that award points for appropriate behavior and remove points for misbehavior (response cost) are also effective. A more restrictive option for serious disruptive conduct is time out. It is the removal of a student to a less reinforcing environment when undesired behavior occurs.

Citation: 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.

Link: https://www.winginstitute.org/classroom-inappropriate-behaviors

 


 

What the 2019 National Assessment of Education Progress (NAEP) Results Tell Us About Equity in K-12

January 28, 2020

Examining the NAEP 2019 Results in Terms of Equity. Benchmark indicators are critical tools to help education stakeholders track their education system’s performance (1) over time, (2) in comparison to other similar level education systems and (3) across student groups.  They also can provide critical information regarding the “equity” in a system.  In other words, to what extent does a student’s ethnicity, socio economic status, or location predict/impact their education performance.  One of the most respected tools for answering this question is the National Assessment of Educational Progress (NAEP), as it disaggregates test data by student ethnicity, socio-economic status, and location of schools.  The most recent test results (NAEP 2019) suggest we have significant inequities in our K-12 education system.

The following figure maps out education performance by ethnicity and grade level for reading proficiency.  “At or above proficiency” becomes a critical benchmark because it is the level at which students have met the standards for a subject area. It is also a benchmark metric by which most states school districts accountable.

Figure 1

This most recent NAEP data suggest that there is significant inequality in learning outcomes in the U.S. education system for children of particular ethnicities (Black, Hispanic).

  • In 2019, there was a significant gap in fourth-grade reading proficiency between White (45%) and Hispanic (23%) students (22 percentage points) and between White (45%) and Black (18%) students (a difference of 27 percentage points).. 
  • The gap does not change significantly over the remaining two tested grades.  The White – Hispanic gap is 20% in 8th grade, and 21% in 12th grade.  The White – Black gap is 27% in 8th grade and 29% in 12th grade.
  • The gaps have remained virtually constant over the testing years going back to 1992.  In 1992, the fourth-grade reading proficiency gap between White and Hispanic students was 23 percentage points, and between White and Black was 27 percentage points.

A similar NAEP analysis examines the reading performance for students based on their socio economic status.  Children’s eligibility for the National School Lunch Program (NSLP) is used to identify low-income families.  

Figure 2

As with ethnicity, NAEP data for reading proficiency across grades show an enormous gap between students who are lower income and those with higher income.  In 2019, there was a significant gap in fourth-grade reading proficiency between students from higher income families and those from lower income families (30%).  In eighth-grade the gap was 26 points and in twelfth grade 22 points.

These gaps, and their resulting low proficiency scores, definitely document a system that is out of balance when it comes to providing equitable outcomes across ethnicity and SES.

Citation(s):  National Center for Education Statistics. (2019). Nation’s report card. National Assessment of Educational Progress.

National Center for Education Statistics. (2019). NAEP Data Explorer. National Assessment of Educational Progress.

Links:  https://www.nationsreportcard.gov/media.aspx

https://www.nationsreportcard.gov/ndecore/xplore/nde