The present article discusses a theory of tolerance and seeks to identify the critical problems associated with the position taken in the NAS report and subsequent reform initiatives. Specifically, it is argued that brute force attempts to absorb, current special education functions into regular classrooms will necessarily fail.
Gerber, M. M. (1988). Tolerance and technology of instruction: Implications for special education reform. Exceptional Children, 54(4), 309-314.
Three formative assessment techniques for the math classroom are discussed: observation and questioning, diagnostic interviews and problem-solving-based investigations.
Sammon, K. B., & Kobett, B. (1992). Linking instruction and assessment in the mathematics classroom. The Arithmetic Teacher, 39(6), 11.
This paper examines a number of promising principal preparation programs to identify lessons for improving the impact of principals on student perrmance.
A new approach to principal preparation: Innovative programs share their practices and lessons learned. Rainwater Leadership Alliance, 2010.
This meta-analysis examined the effects of practice tests versus non-testing learning conditions on student performance. Research demonstrates that students who take practice tests often outperform students in non-testing learning conditions such as restudying, practice, filler activities, or no presentation of the material. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions.
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 0034654316689306.
Two experiments are reported which test the effect of increased three-term contingency trials on students' correct and incorrect math responses. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.
Albers, A. E., & Greer, R. D. (1991). Is the three-term contingency trial a predictor of effective instruction?. Journal of Behavioral Education, 1(3), 337-354.
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 Journal, 112(1), 107-131.
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
This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.
Archer, A., & Hughes, C. A. (2011). Explicit instruction: Efficient and effective teaching. New York, NY: Guilford Publications.
This meta-analysis synthesized research on the effects of interventions to improve mathematics achievement of students considered at risk for academic failure. It found that effective interventions included providing teachers and students with student performance data; using peer tutors; providing clear, specific feedback to parents on children's mathematics success; and using explicit instruction to teach math.
Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 51-73.
This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.
Baker, S., Gersten, R., Dimino, J. A., & Griffiths, R. (2004). The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25(1), 5-24.
This study used within-program comparison of follow-up survey responses from two sets of program graduates from a university-based leadership preparation program to determine differences in program features and outcome measures.
Ballenger, J., Alford, B., McCune, S. L., & McCune, E. D. (2010). Obtaining validation from graduates on a restructured principal preparation program. Jsl Vol 19-N5, 19 533.
Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice.
Bangert-Drowns, R. L., Kulik, C. L. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of educational research, 61(2), 213-238.
This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.
Bloom, B. (1976). Human characteristics and school learning. New York: McGraw-Hill.
This study was conducted to create a reliable and valid low- to medium-inference, multidimensional measure of instructor clarity from seminal work across several academic fields. The five factors were explored in regards to their ability to predict the outcomes. Implications for instructional communication researchers are discussed.
Bolkan, S. (2017). Development and validation of the clarity indicators scale. Communication Education, 66(1), 19-36.
Over the past 10 years, the Southern Regional Education Board has helped states and public universities across the region evaluate their state policies for preparing school principals who are leaders of instruction. This benchmark report reviews the past decade and looks at 10 learning-centered leadership indicators to gauge how far states have come and how far they need to go in selecting, preparing and supporting leaders of change.
Bottoms, G., Egelson, P., & Bussey, L. H. (2012). Progress over a decade in preparing more effective school principals. Atlanta, GA: Southern Regional Education Board.
This study examined principal preparation programs within the Pennsylvania State System of Higher Education to ascertain whether their programs were structured in a way that would equip principal candidates with the leadership roles deemed essential for 21st century school leadership.
Burks, Karlin. (2014). An Analysis of Principal Preparation Programs at Pennsylvania State Schools. Seton Hall University Dissertations and Theses (ETDs) Paper 1934.
This report consists of two parts: a survey of 67 public school systems district staff serving as principal supervisors and on-site analysis of six districts pre-service training and support systems for new principals.
Corcoran, A., et al. (2013). Rethinking Leadership: The Changing Role of Principal Supervisors. The Wallace Foundation.
This article describes what communication strategies are and provides an overview of the teachability issue, discussing the arguments for and against strategy instruction, and suggests three possible reasons for the existing controversy.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL quarterly, 29(1), 55-85.
The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages.
Daly III, E. J., & Martens, B. K. (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of applied behavior analysis, 27(3), 459-469.
Examines the Instructional Hierarchy, a conceptual framework for refining the notion of academic responding according to a learning hierarchy and describing treatment components (e.g., modeling, drill, reinforcement, etc.) that correspond to different stages of the learning hierarchy.
Daly III, E. J., Lentz Jr, F. E., & Boyer, J. (1996). The Instructional Hierarchy: A conceptual model for understanding the effective components of reading interventions. School Psychology Quarterly, 11(4), 369.
Brief experimental analyses of oral reading fluency were conducted with 4 participants who had been referred by teachers and parents for reading problems. The procedures involved the sequential application of reading interventions to improve students’ oral reading fluency.
Daly III, E. J., Martens, B. K., Hamler, K. R., Dool, E. J., & Eckert, T. L. (1999). A brief experimental analysis for identifying instructional components needed to improve oral reading fluency. Journal of Applied Behavior Analysis, 32(1), 83-94.
Brief experimental analyses of academic performance are emerging as a new tool educators can use to link assessment to intervention. This approach involves testing treatments directly using single-case experimental design elements to select intervention strategies for oral reading fluency problems. The purpose of this investigation was to refine the methods reported in previous studies.
Daly III, E. J., Murdoch, A., Lillenstein, L., Webber, L., & Lentz, F. E. (2002). An Examination of Methods for Testing Treatments: Conducting Brief Experimental Analyses of the Effects of Instructional Components on Oral Reading Fluency. Education & Treatment of Children, 25(3).
In the current study, constant time delay (CTD) was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used.
Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213-221.
The monograph presents 15 papers on the provision of special education services within the regular classroom.
Deno, E. N. (1973). Instructional Alternatives for Exceptional Children.
Over the last fifty years, there have been many educational reform efforts, most of which have had a relatively short lifespan and failed to produce the promised results. One possible reason for this is for the most part these innovations have been poorly implemented. In this chapter, the author proposes a data-based decision making approach to assuring high quality implementation.
Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. In M. Murphy, S. Redding, and J. Twyman (Eds). Handbook on Innovations in Learning, 31. Charlotte, NC: Information Age Publishing
The purpose of this study was to determine principals' perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like.
Dodson, R. B. (2006). The Effectiveness of Principal Training and Formal Principal Mentoring Programs.
The Institute of Education Sciences (IES) recently released a summary report of the impact of School Improvement Grants (SIG). The American Recovery and Reinvestment Act of 2009 provided states and school districts with $3 Billion for SIG. By accepting SIG grants states agreed to implement one of four interventions to improve the lowest performing schools: transformation, turnaround, restart, or closure. The goals of SIG were to improve practices in four main areas: (1) adopting comprehensive instructional reform strategies, (2) developing and increasing teacher and principal effectiveness, (3) increasing learning time and creating community-oriented schools, and (4) having operational flexibility and receiving support. The report finds minimal positive effects from the grants and no evidence that SIG had significant impacts on math and reading scores, graduation rates, or increased college enrollment.
Dragoset, L., Thomas, J., Herrmann, M., Deke, J., James-Burdumy, S., Graczewski, C., … & Giffin, J. (2017). School Improvement Grants: Implementation and Effectiveness (No. 76bce3f4bb0944f29a481fae0dbc7cdb). Mathematica Policy Research.
A Learner Response System (LRS) is a classroom feedback tool that is becoming increasing popular. LRS is the practice of teachers and pupils using electronic handheld devices to provide immediate feedback during lessons. Given that feedback has been found to be a powerful tool in learning, it is not surprising that LRS are being adopted. The important question remains, do LRS increase student performance. This study tests a Learner Response System using Promethean handsets to assess whether it improves student outcomes. The study found no evidence that math and reading were improved using the system for 2 years.
Education Endowment Foundation (2017). Learner Response System. Education Endowment Foundation. Retrieved https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/learner-response-system/.
In 2000, the National Reading Panel identified five practice elements with a sufficient evidence base to be deemed essential for mastery of reading (National Institute of Child Health and Human Development, 2000). These elements consist of systematic teaching of phonemic awareness, phonics instruction, vocabulary, fluency, and exposure to reading comprehension strategies. This meta-analysis of 25 studies evaluates the impact of inference instruction in grades K-12. The study reported that inference instruction had an effect size d=0.58 on general comprehension and d= 0.68 on literal comprehension. These are “moderate to large” effects of instruction on general comprehension and to making inferences for both skilled and less skilled readers. The pattern differed for the literal measure, however, with skilled readers showing almost no gain but unskilled readers showing sizable gains.
Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761-781.
This study designed to discover which models were superior in teaching basic skills and which excelled in teaching higher-order thinking skills, also which models had kids with the strongest sense of personal responsibility and which kids had the highest self-images.
Engelmann, S. (2007). Teaching needy kids in our backward system: 42 years of trying. ADI Press.
This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.
Englemann, S., & Carnine, D. (2016). Could John Stuart Mill have saved our schools?. Attainment Company Inc.
Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction.
Feldman, K. A. (1988). Effective college teaching from the students' and faculty's view: Matched or mismatched priorities?. Research in Higher Education, 28(4), 291-329.
This research examines the impact of longer school days on student achievement. This study attempts to fill in gaps in the evidence-base on this topic. Although this study finds positive outcomes for additional reading instruction, it is important to note that for achieving maximum results it is important to pair evidence-based reading instruction practices with the additional instruction time in order to achieve maximum results.
Figlio, D., Holden, K. L., & Ozek, U. (2018). Do students benefit from longer school days? Regression discontinuity evidence from Florida’s additional hour of literacy instruction. Economics of Education Review, 67, 171-183.
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.
This meta-analysis examined the impact of lecturing as compared to active methods of instruction on learning and course performance. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies).
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
This article examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” (Franzel) as these media coevolve. This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms.
Friesen, N. (2011). The lecture as a transmedial pedagogical form: A historical analysis. Educational researcher, 40(3), 95-102.
In this report, the Southern Regional Education Board evaluates some 60 internship programs within its states and finds them lacking in a number of ways, including failing to provide real experiences in leadership. It urges policymakers, universities and school districts to create apprenticeships that better prepare aspiring principals for the demands they will face.
Fry, B., Bottoms, G., & O’neill, K. (2005). The principal internship: How can we get it right. Atlanta, GA: Southern Regional Education Board.
This study investigated the importance of instrumental use of curriculum-based measurement (CBM) to planning effective reading programs.
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. Remedial and Special Education, 10(2), 43-52.
This article describes a research program conducted over the past 8 years to address how technology can be used to surmount these implementation difficulties. The research program focused on one variety of objective, ongoing assessments known as curriculum-based measurement, in the areas of reading, spelling, and math.
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1993). Technological advances linking the assessment of students' academic proficiency to instructional planning. Journal of Special Education Technology, 12(1), 49-62.
The purpose of this classroom-based experiment was to explore methods for helping students generate conceptual mathematical explanations during peer-mediated learning activities.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer-mediated instruction with conceptual mathematical explanations. The Elementary School Journal, 97(3), 223-249.
This study examines the influence of administrator credential programs, on-the-job experiences, and the standards in the development of urban public school principals.
Fultz, M. Assessing the Relationship Between Administrator Preparation Programs and Job Performance.
The What Works Clearinghouse (WWC) guide recommends practices to be in the repertoire of mathematics instructors for maximizing the effectiveness of mathematics instruction.
Gersten, R., Beckman S., Clarke B., Foegen A., Marsh L., Star J., and Witzel B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools (NCEE 2009-4060) Washington D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.
Gersten, R., Schiller, E. P., & Vaughn, S. R. (Eds.). (2000). Contemporary special education research: Syntheses of the knowledge base on critical instructional issues. Routledge.
This article evaluates the extent to which quantity of instruction influences time spent on self‐
study and achievement. The results suggest that time spent on self‐study is primarily a function of the degree of time allocated to instruction.
Gijselaers, W. H., & Schmidt, H. G. (1995). Effects of quantity of instruction on time spent on learning and achievement. Educational Research and Evaluation, 1(2), 183-201.
This report describes how Denver Public Schools hired personnel to coach and evaluate its principals.
Gill, J., (2013). Make Room for the Principal Supervisors. The Wallace Foundation.
This study present results of a comprehensive review of principal leadership assessment practices in the United States. Using the learning-centered leadership framework, it focused on identifying the congruence (or lack thereof) between documented assessment practices and the research-based criteria for effective leadership that are associated with improved school performance.
Goldring, E., Cravens, X. C., Murphy, J., Porter, A. C., Elliott, S. N., & Carson, B. (2009). The evaluation of principals: What and how do states and urban districts assess leadership?. The Elementary School Journal, 110(1), 19-39
With support from The Wallace Foundation, a Vanderbilt University team is developing a tool to monitor and assess the performance of school leaders. The Vanderbilt assessment will differ from existing tools by focusing 100 percent on instructional leadership and examining both principals and leadership teams. The paper, with two companion reports, presents the research behind and conceptual framework for the tool.
Goldring, E., Porter, A., Murphy, J., Elliott, S. N., & Cravens, X. (2009). Assessing learning-centered leadership: Connections to research, professional standards, and current practices. Leadership and Policy in Schools, 8(1), 1-36.
This study examines the implementation of Leveled Literacy Intervention (LLI) for struggling readers that had been proven to work in early grades. The findings highlight the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program. Not only do schools need to adopt programs supported by evidence, but equally educators need to implement them consistently and effectively if students are to truly benefit from an intervention.
Gonzalez, N. (2018). When evidence-based literacy programs fail. Phi Delta Kappan, 100(4), 54–58. https://doi.org/10.1177/0031721718815675
This study examined teachers' relational approach to discipline as a predictor of high school students' behavior and their trust in teacher authority.
Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37(3), 337.
This study draws on data combining survey responses from principals, assistant principals, teachers and parents with administrative data to identify which principal skills matter most for school outcomes.
Grissom, J. A., & Loeb, S. (2011). Triangulating Principal Effectiveness How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. American Educational Research Journal, 48(5), 1091-1123.
This study draws on a range of existing quantitative data resources, including Chicago Public Schools' personnel and test score data, and a biannual survey of teachers and principals to
Hart, H. M., Sporte, S. E., Ponisciak, S. M., Stevens, W., & Cambronne, A. (2008). Teacher and Principal Leadership in Chicago: Ongoing Analyses of Preparation Programs. Research Report. Consortium on Chicago School Research.
Offering a concise introduction into the ‘Visible Learning Story’, the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes.
Hattie, J., & Zierer, K. (2019). Visible Learning Insights. Routledge.
ASR [active student response] can be defined as an observable response made to an instructional antecedent / [compare ASR] to other measures of instructional time and student engagement / 3 benefits of increasing the frequency of ASR during instruction are discussed.
Heward, W. L. (1994). Three" low-tech" strategies for increasing the frequency of active student response during group instruction.
This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices.
Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The journal of special education, 36(4), 186-205.
This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations.
Hollo, A., & Hirn, R. G. (2015). Teacher and student behaviors in the contexts of grade-level and instructional grouping. Preventing School Failure: Alternative Education for Children and Youth, 59(1), 30-39.
This research examines mathematics instruction for learners of significant cognitive disabilities. This study builds on the previous meta-analysis by Browder et al. (2008) and has added an additional 29 studies. The purpose of this literature review was to identify research of teaching mathematics skills published since 2006 and to evaluate the evidence of instructional practices used in these studies. The review also attempts to examine if any progress has been made in implementing five strands of mathematics instruction identified in the National Council for Teachers of Mathematics (NCTM; (2000) recommendations. The five strands for effective instruction of mathematics are: (1) Number and Operations, (2) Algebra, (3) Geometry, (4) Measurement, (5) Data Analysis and Probability. The criteria for quality of research developed by Horner and colleagues for single subject designed research was used to review the studies (Horner et al., 2005). These standards require that to be included in this review a minimum of five single-case studies must be conducted by a minimum of three different researchers across a minimum of three different geographical regions with no less than 20 participants be required for a practice to be considered evidence-based. The data from both reviews were combined as well as they were compared. The results show more studies since 2008 taught skills from Number and Operations, Geometry, and Algebra. Additionally, the study found that the teaching of Measurement decreased and Data Analysis and Probability remained unchanged. The systematic analysis conducted by the study of specific instructional practices found systematic instruction, in vivo instruction, system of least prompts strategy, constant time delay strategy, and task-analytic instruction met criteria for being considered evidence-based practices for teaching mathematics to learners with significant cognitive disabilities.
Hudson, M. E., Rivera, C. J., & Grady, M. M. (2018). Research on Mathematics Instruction with Students with Significant Cognitive Disabilities: Has Anything Changed?. Research and Practice for Persons with Severe Disabilities, 1540796918756601.
This report is a comprehensive and research-based framework outlining the conditions necessary for transformational school leaders to succeed. It offers a framework of conditions that can help districts enable great school leadership.
Ikemoto, G., Taliaferro, L., Fenton, B., Davis, J. (2014)Great Principals at Scale: Creating Districts That Enable All Principals to be Effective. New Leaders
This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.
Jackson, K., R., Fixsen, D., and Ward, C. (2018). Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.
Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents.
Kauffman, J. M., Mostert, M. P., & Hallahan, D. P. (1993). Managing classroom behavior: A reflective case-based approach. New York: Allyn and Bacon.
The nature of effective instruction for students with specific learning disability is explored.
Kavale, K. A. (2005). Effective Intervention for Students with Specific Learning Disability: The Nature of Special Education. Learning Disabilities: A Multidisciplinary Journal, 13(4), 127-138.
This report examines the issue of school principal candidate standards as evidenced by below-average verbal, quantitative, and analytic scores, as measured by standardized tests.
Keedy, J. L., & Grandy, J. (1999). Trends in GRE Scores in Education Administration: Implications for Principal Preparation Programs. Retrieved from http://files.eric.ed.gov/fulltext/ED436828.pdf
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.
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 Administrator, 63(4), 36.
Think-Pair-Share (TPS) is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a classwide discussion. This study investigate the quantity and quality of student engagement in a large CS1 class during the implementation of TPS activities.
Kothiyal, A., Majumdar, R., Murthy, S., & Iyer, S. (2013, August). Effect of think-pair-share in a large CS1 class: 83% sustained engagement. In Proceedings of the ninth annual international ACM conference on International computing education research (pp. 137-144). ACM.
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 Research, 88(4), 547-588.
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 Education, 33(6), 348-361.
A meta‐analysis of the relationship between science instruction and student engagement was performed. The 16 studies represented a total of 4518 students and 376 teachers from the United States and Australia.
Kumar, D. D. (1991). A Meta‐analysis of the Relationship between Science Instruction and Student Engagement. Educational Review, 43(1), 49-61.
In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools.
Landrum, T. J., & Tankersley, M. (2004). Science in the schoolhouse: An uninvited guest. Journal of Learning Disabilities, 37(3), 207-212.
The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders.
Lo, Y. Y., Loe, S. A., & Cartledge, G. (2002). The effects of social skills instruction on the social behaviors of students at risk for emotional or behavioral disorders. Behavioral Disorders, 27(4), 371-385.
The overall effects of cues, participation, and corrective feedback on classroom learning are estimated. The constancy of effects of these instructional qualities were explored across characteristics of students, and educational and contextual conditions. The results confirm the Dollard-Miller-Carroll-Bloom theory that has evolved during the past four decades.
Lysakowski, R. S., & Walberg, H. J. (1982). Instructional Effects of Cues, Participation, and Corrective Feedback: A Quantitative Synthesis. American Educational Research Journal, 19(4), 559-78.
This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.
Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418.
This paper presents an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.
Maheady, L., Jabot, M., Rey, J., & Michielli-Pendl, J. (2007). An early field-based experience and its impact on pre-service candidates' teaching practice and their pupils' outcomes. Teacher Education and Special Education, 30(1), 24-33.
Using an alternating treatments design, the authors compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class.
Maheady, L., Michielli-Pendl, J., Mallette, B., & Harper, G. F. (2002). A collaborative research project to improve the academic performance of a diverse sixth grade science class. Teacher Education and Special Education, 25(1), 55-70.
This research synthesis examines instructional research in a functional manner to provide guidance for classroom practitioners.
Marzano, R. J. (1998). A Theory-Based Meta-Analysis of Research on Instruction.
This paper investigates the long-term impact of teachers' value-added effects on student learning over multiple years and across subject areas. The study finds that the durable effects of English Language Arts (ELA) teachers are more likely to generalizable across subjects than the instructional effects of math teachers.
Master, B., Loeb, S., & Wyckoff, J. (2017). More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction. Educational Evaluation and Policy Analysis, 0162373717691611.
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.
This study is a meta-analysis to identify the subject matter practice elements required to effectively teach reading to children
National Reading Panel (US), National Institute of Child Health, & Human Development (US). (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. National Institute of Child Health and Human Development, National Institutes of Health.
This report provides an overview of NYCLA’s flagship principal preparation program. Intended to help others involved in principal preparation think through important elements of principal preparation, including candidate selection, developing experiential learning opportunities, and funding, staffing and sustaining the program, the guide shares NYCLA’s successes and lessons learned during the 11 years we have delivered the Aspiring Principals Program in New York City, as well as through our work with various state and district partners nationally to adapt the program.
NYC Leadership Academy (2014). Taking Charge of Principal Preparation-A Guide to NYC Leadership Academy's Aspiring Principals Program. Retrieved from http://www.nycleadershipacademy.org/news-and-resources/tools-and-publications/pdfs/app-guide-full-guide.
This paper describes Auburn University's story of developing an innovative field-based master's level principal preparation program. The program’s goal was to align the program's curriculum and internship experiences with state and other accrediting agency standards, current leadership preparation research, and local educational agency (LEA) partner input and support. 0
Reames, E. (2010). Shifting Paradigms: Redesigning a Principal Preparation Program's Curriculum. Journal of Research on Leadership Education, 5, 436-459.
This book presents information and tools necessary to successfully evaluate all types of educational leaders and improve both individual and organizational performance.
Reeves, D. B. (Ed.). (2008). Assessing educational leaders: Evaluating performance for improved individual and organizational results. SAGE.
This book examines the major themes of instruction and gives a step-by-step outline of the consultation process from referral to the final report.
Rosenfield, S. (2013). Instructional consultation. Routledge.
This descriptive summary is one of the first reviews to examine the number of days of “lost instruction” resulting from student suspensions. The study examines the total number of days lost nationwide, disparities among different student subgroups, and differences across individual states. The impact of loss of instruction due to suspensions has a lifelong impact on students, including: lower graduation rates (Rumberger and Losen, 2017), increased involvement in the juvenile justice system (Mowicki, 2018), and arrests as adults Rosenbaum (2018).
Russell W. Rumberger and Daniel J.Losen, The Hidden Cost of California’s Harsh School Discipline, The Civil Rights Project at UCLA, (2017) Retrieved from http://www.schooldisciplinedata.org/ccrr/docs/CostofSuspensionReportFinal.pdf
Janet Rosenbaum (2018). Educational and Criminal Justice Outcomes 12 Years After School Suspension. Youth & Society.
Jacqueline M. Mowicki, Discipline Disparities for Black Students, Boys and Students with Disabilities, GAO (March 2018). Retrieved from http://www.gao.gov/assets/700/690828.pdf
In this report, the Southern Regional Education Board outlines critical actions that states, districts, universities and principals themselves should take as part of a systematic plan to address principal succession. The report makes the case for principal succession planning and describes six steps for succession planning that states and districts can implement to ensure they have the right principals for the job.
Schmidt-Davis, J., & Bottoms, G. (2011). Who's Next? Let's Stop Gambling on School Performance and Plan for Principal Succession. Southern Regional Education Board (SREB).
The purpose of this article was to describe the developmental effects of one elementary physical education teacher's proactive teaching of prosocial behavior. An ABA (B) design coupled with a control group comparison across six matched urban physical education classes was used to assess the teaching strategy.
Sharpe, T., Crider, K., Vyhlidal, T., & Brown, M. (1996). Description and effects of prosocial instruction in an elementary physical education setting. Education & Treatment of Children, 19(4), 435.
A recent large-scale evaluation of Reading Recovery, a supplemental reading program for young struggling readers, supports previous research that found it to be effective. In a 4 year, federally funded project, almost 3,500 students in 685 schools found that generally students benefitted from the intervention. Students receiving Reading Recovery receive supplemental services in a 1:1 instructional setting for 30 minutes 5 days a week from an instructor trained in Reading Recovery. In the study reported here, students who received Reading Recovery had effect sizes of .35-.37 relative to a control group across a number of measures of reading. These represent moderate effect sizes and account for about a 1.5 month increase in skill relative to the control group. Even though the research supports the efficacy of the intervention, it also raises questions about its efficiency. The schools that participated in the study served about 5 students and the estimated cost per student has ranged from $2,000-$5,000. These data raise questions about the wisdom of spending this much money per student for growth of about a month and a half.
Sirinides, P., Gray, A., & May, H. (2018). The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation. Educational Evaluation and Policy Analysis, 0162373718764828.
Summative assessment is an appraisal of learning at the end of an instructional unit or at a specific point in time. It compares student knowledge or skills against standards or benchmarks. Summative assessment includes midterm exams, final project, papers, teacher-designed tests, standardized tests, and high-stakes tests.
States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative
This paper analyzed the results of research on the effects of ability grouping and acceleration on students' academic achievement. Nineteen meta-analyses were met criteria for inclusion for the review. Results were found for improved academic achievement within-class grouping, cross-grade grouping by subject, and grouping for the gifted. No positive effects were identified for between-class grouping. The results were consistent regardless of whether students were high, medium, or low achievers. The study found acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement.
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement: Findings of Two Second-Order Meta-Analyses. Review of Educational Research, 86(4), 849-899.
A soon to be published meta-analysis of Direct Instruction (DI) curricula that reviews research on DI curricula between 1966-2016 reports that DI curricula produced moderate to large effect sizes across the curriculum areas reading, math, language, and spelling. The review is notable because it reviews a much larger body of DI research than has occurred in the past and covers a wide range of experimental designs (from single subject to randomized trials). 328 studies were reviewed and almost 4,000 effects were considered. Given the variability in research designs and the breadth of the effects considered, it suggests that DI curricula produce robust results. There was very little decline during maintenance phases of the study and greater exposure to the curricula resulted in greater effects.
Stockard, J., Wood, T. W., Coughlin, C. & Khoury, C. R. (in press), Review of Educational Research. DOI: 10.3102/0034654317751919
The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged.
Swanson, H. L., & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research & Practice, 16(2), 109-119.
The results of this study confirm that early literacy instruction is most effective when focused on print-to-sound relationships (phonics) rather than on meaning. The benefits of print-to-sound training were found to be superior to print-to-meaning training for these reasons: (a) Reading aloud trained words learned phonetically was faster and more accurate, (b) generalization in reading aloud untrained words was faster, and (c) comprehension of written words was more accurate earlier in learning.
Taylor, J. S. H., Davis, M. H., & Rastle, K. (2017, April 20). Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography. Journal of Experimental Psychology: General. Advance online publication.
This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction
Tincani, M., & Crozier, S. (2007). Comparing brief and extended wait-time during small group instruction for children with challenging behavior. Journal of Behavioral Education, 16(4), 355-367.
This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design.
Tudor, R. M. (1995). Isolating the effects of active responding in computer‐based instruction. Journal of Applied Behavior Analysis, 28(3), 343-344.
This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading.
Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M., & Amendum, S. (2013). Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention. Journal of Educational Psychology, 105(4), 1175.
This literature review examines the impact of various instructional methods
Walberg H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.) New directions for teaching, practice, and research (pp. 75-104). Berkeley, CA: McCutchen Publishing.
This meta-analysis of single case designed studies examines the effect of academic interventions on student behavior. The academic interventions examined included modifying task difficulty, instruction in reading, mathematics, or writing and contingent reinforcement for academic performance. The study concluded that these interventions produced positive effects on student behavior issues observed in the classroom. The effects were observed to have a moderate effect size ranging from 0.42 to 0.64. The effects were stronger for increasing student time on task than for reducing disruptive behavior, but both showed positive impacts. This research strengthens the available evidence that well-designed instruction is effective component in creating an effective classroom climate.
Warmbold-Brann, K., Burns, M. K., Preast, J. L., Taylor, C. N., & Aguilar, L. N. (2017). Meta-Analysis of the Effects of Academic Interventions and Modifications on Student Behavior Outcomes. School Psychology Quarterly. DOI: 10.1037/spq0000207
This report represents the first systematic comparison of student outcomes in schools led by the Aspiring Principals Program (APP) graduates after three years to those in comparable schools led by other new principals.
Weinstein, M., Schwartz, A. E., & Corcoran, S. P. (2009). The New York City Aspiring Principals Program: A School-Level Evaluation. NYU Wagner Research Paper, (2011-07).
Studies of the effectiveness of Direct Instruction programs with special education students
were examined in a meta-analysis comparison. To be included, the outcomes had to be
compared with outcomes for some other treatment to which students were assigned prior to
any interventions. Not one of 25 studies showed results favoring the comparison groups.
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area.
White, W. A. T. (1988). A meta-analysis of the effects of direct instruction in special education. Education and Treatment of Children, 11(4), 364–374.
Daniel Willingham and Gail Lovette's interpretation of the effect of comprehension instruction is that it signals to students the significance of inferential thinking. Willingham and Lovette conclude that practicing inferences does not lead to increases in general inferencing for the following reasons; inferencing depends on the particular text, and whatever cognitive processes contribute to inferencing are already well practiced in oral language as we are constantly drawing inferences in daily conversation.
Willingham, D. T., & Lovette, G. (2014). Can reading comprehension be taught. Teachers College Record, 116, 1-3
This article describes a systematic process for finding and resolving problems with classroom-based behavioral interventions in schools.
Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions: A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.
This study shows that gaps between opportunities to learn and students' appropriation of those opportunities are instructionally produced and socially distributed via mechanism that affect engagement and lead to alienation from instruction - the dissociation between students' physical presence in academic classes and their thoughts while in class.
Yair, G. (2000). Educational battlefields in America: The tug-of-war over students' engagement with instruction. Sociology of Education, 247-269.
This second edition includes an expanded set of classroom observation tools, moving from 23 to 40 and more linkages to the job-embedded nature of the informal classroom observations.
Zepeda, S. J. (2009). The instructional leaders’ guide to informal classroom observations.New York, NY: Routledge.