Categories for Quality Leadership
June 18, 2021
Cost-Effectiveness Analysis: A Component of Evidence-Based Education. Including cost-effectiveness data in the evaluation of programs is the next step in the evolution of evidence-based practice. Evidence-based practice is grounded in three complementary elements: best available evidence, professional judgment, and client values and context. To fully apply the cost-effectiveness data, school administrators will have to rely on all three of these elements. The function of cost-effectiveness data is to guide decisions about how limited financial resources should be spent to produce the best educational outcomes. To do so, it is necessary for decision makers to choose between options with known cost-effectiveness ratios while working within the budget constraints. In this article, I discuss some of the considerations that have to be addressed in the decision-making process and implications of including cost-effectiveness analyses in data-based decision making.
Citation: Detrich, R. (2020). Cost-effectiveness analysis: A component of evidence-based education. School Psychology Review, 1-8.
June 18, 2021
How could evidence-based reform advance education? This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK. The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University.
The Wing Institute would like to acknowledge the contributions of Robert Slavin to the field of education. Our condolences go out to Robert Salvin’s family on the loss of one of America’s premier proponents of evidence-based education, who recently passed away on April 24, 2021. Robert Slavin was an education researcher who sought to translate the science of learning into effective teaching practices. Dr. Slavin was a distinguished professor at Johns Hopkins University’s School of Education, where he directed the Center for Research and Reform in Education
Citation: Slavin, R. E., Cheung, A. C., & Zhuang, T. (2021). How could evidence-based reform advance education?. ECNU Review of Education, 4(1), 7-24.
June 18, 2021
Evidence-Based Policies in Education: Initiatives and Challenges in Europe. This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe.
Citation: Pellegrini, M., & Vivanet, G. (2020). Evidence-based policies in education: Initiatives and challenges in Europe. ECNU Review of Education, 2096531120924670.
June 17, 2021
A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools. The translation of evidence-based practices (EBPs) to improve students’ social, emotional, behavioral, and academic out- comes into authentic school settings has posed significant challenges for both researchers and practitioners. Among the many barriers to the adoption and use of EBPs are their associated costs. This study presents a framework for integrating the diffusion of innovation theory into an economic evaluation utilizing a societal perspective, which affords the capturing of costs of all phases from adoption through implementation of EBPs for all stakeholders.
Citation: Barrett, C. A., Pas, E. T., & Johnson, S. L. (2020). A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools. School Mental Health, 12(3), 638-649.
Link: A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools
April 14, 2021
Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development. Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development. The authors report the results of a two-year study assessing the cost-effectiveness of instructional coaching through a design-based, continuous improvement research model. Our findings suggest that coaching programs can become more cost-effective over time, as coaches and teachers refine their work together.
Citation: Knight, D. S., & Skrtic, T. M. (2020). Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development. Journal of School Leadership, 1052684620972048.
April 12, 2021
Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development. Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers’ content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days.
Citation: Liu, S., & Phelps, G. (2020). Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development. Journal of Teacher Education, 71(5), 537-550.
April 12, 2021
Making the Most of Student Teaching: The Importance of Mentors and Scope for Change. A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher. But the efficacy of policies that aim to have effective teachers perform as mentors depend a great deal on the availability of effective teachers to serve in this role. This paper examines data from Washington State to identify ways for improving student-teacher placements. The authors propose if policymakers value teacher candidate development equivalently to teacher in-service development, they should be willing to pay substantially more than the current average compensation for mentor teachers to recruit effective teachers to serve in this role.
Citation: Goldhaber, D., Krieg, J., Naito, N., & Theobald, R. (2020). Making the most of student teaching: The importance of mentors and scope for change. Education Finance and Policy, 15(3), 581-591.
March 19, 2021
The effects of historical reading and writing strategy instruction with fourth-through sixth-grade students. This quasi-experimental study of fourth, fifth, and sixth-grade students explored the use of a cognitive apprenticeship model to teach students historical reading and writing strategies. These results suggest that with appropriate supports and the opportunity to engage in meaningful historical content, students in fourth through sixth grade can analyze primary and secondary source documents and write evidence-based historical arguments.
Citation: Wissinger, D. R., De La Paz, S., & Jackson, C. (2021). The effects of historical reading and writing strategy instruction with fourth-through sixth-grade students. Journal of Educational Psychology, 113(1), 49.
March 19, 2021
Effective programs for elementary science: A best-evidence synthesis. This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. The review concludes that science teaching methods focused on enhancing teachers’ classroom instruction throughout the year, such as cooperative learning and science-reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning.
Citation: Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2012). Effective programs for elementary science: A best-evidence synthesis. Baltimore, MD, Johns Hopkins University.
March 17, 2021
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. Until recently, aligning staffing to fluctuating enrollment has been complicated by a steady growth in population and the need to fill teaching vacancies produced by high turnover. This landscape is shifting as student enrollment declines and a sufficient supply of teachers is difficult to predict for the foreseeable future. With enough teachers, the spotlight can move from quantity to quality of candidates. Currently, the competence of teacher candidates in the United States compares poorly with that of candidates internationally. Nationally, lower entrance criteria and more lenient grading for pre-service students in teaching allow less capable students to graduate than is the case in other professions. Fortunately, this picture is changing as federal and state policies raise standards and increase academic abilities of new teachers. To maintain progress in attracting qualified candidates, working conditions and compensation should be improved to alter the perception that teaching is undervalued and to reverse past trends in which less-qualified people chose careers in teaching.
Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2021). Teacher Outreach. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-outreach.