Teacher Competencies

All Research

TITLE
SYNOPSIS
CITATION
Teaching naming relatives to individuals with autism using simultaneous prompting
This study examines the effectiveness of simultaneous prompting in teaching naming relatives to
Akmanoglu-Uludag, N., & Batu, S. (2005). Teaching naming relatives to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 40(4), 401.
Behavioral Consultation and Therapy

The book is written for individuals interested in procedures for increasing consultation skills to assist parents, teachers, and other socialization agents to solve mental health and educational problems of children and youths.

Bergan, J. R., & Kratochwill, T. R. (1990). Applied clinical psychology. Behavioral consultation and therapy. New York, NY, US: Plenum Press.

 

Relationships matter: Linking teacher support to student engagement and achievement

This study was guided by a reduced version of the Self-System Process Model developed by Connell. This paper report the optimal and risk thresholds for the Student Performance and Commitment Index (SPCI) and engagement, and then data on how much engagement matters for later success in school are presented. 

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of school health74(7), 262-273.

Learner-centered teacher-student relationships are effective: A meta-analysis

This is a meta-analysis that examines teacher-student relations impact on student performance.

Learner-centered teacher-student relationships are effective: A meta-analysis Retrieved from http://rer.sagepub.com/content/77/1/113.full?patientinform-links=yes&legid=sprer;77/1/113.

Learning About Learning: What Every New Teacher Needs to Know

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

Learning About Learning: What Every New Teacher Needs to Know Retrieved from http://www.nctq.org/dmsView/Learning_About_Learning_Report.

Learning About Learning: What Every New Teacher Needs to Know

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

Learning About Learning: What Every New Teacher Needs to Know Retrieved from http://www.nctq.org/dmsView/Learning_About_Learning_Report.

The relative impact of long and short reprimands on children's off-task behavior in the classroom.

This study compared the impact of long and short reprimands on children's off-task behavior in a classroom.

Abramowitz, A. J., O'Leary, S. G., & Futtersak, M. W. (1988). The relative impact of long and short reprimands on children's off-task behavior in the classroom. Behavior Therapy, 19(2), 243-247.

Teachers’ subject matter knowledge as a teacher qualification: A synthesis of the quantitative literature on students’ mathematics achievement

The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.

Ahn, S., & Choi, J. (2004). Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement. Online Submission.

Distraction, privacy, and classroom design

Environmental features of elementary school classrooms are examined in relation to distraction and privacy. Teachers' adjustments of their activities to make their settings less distracting are also explored. 

Ahrentzen, S., & Evans, G. W. (1984). Distraction, privacy, and classroom design. Environment and Behavior16(4), 437-454.

Applied Behavior Analysis for Teachers

This book provides a basic understanding of the principles and practices of applied behavior analysis for use by teachers in the classroom.

Alberto, P., & Troutman, A. C. (2006). Applied behavior analysis for teachers.

Teachers Matter: Evidence from Value-Added Assessments.

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

American Education Research Association (AERA). (2004). Teachers matter: Evidence from value-added assessments. Research Points, 2(2). Retrieved from http://www.aera.net/ Portals/38/docs/Publications/Teachers%20Matter.pdf

Explicit Instruction: Effective and Efficient Teaching

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.

Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand.

This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences112, 1010-1013.

 

Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand.

This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences112, 1010-1013.

 

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

Differential reinforcement of appropriate behavior is an important skill for classroom teachers. This study examined the use of performance feedback to increase the rate of differential reinforcement by pre-service teachers.

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.

Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities.

This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.

Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3(3), 217-233.

Teacher–Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives

This study examined whether associations between teacher policies and student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. These findings are discussed in light of their educational policy implications.

Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher–student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence41(3), 256-267.

A follow-up of Follow Through: The later effects of the Direct Instruction model on children in fifth and sixth grades.

The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT).

Becker, W. C., & Gersten, R. (1982). A follow-up of Follow Through: The later effects of the Direct Instruction Model on children in fifth and sixth grades. American Educational Research Journal19(1), 75-92.

Assessing Pre-Service Teachers' Training in Empirically-Validated Behavioral Instruction Practices

This study surveys master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles.

Begeny, J. C., & Martens, B. K. (2006). Assessing pre-service teachers' training in empirically-validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262.

Exploring the lecture method: An empirical study.

In this article aspects of lecturing are explored. Attention is given to explaining and to other strategies of lecturing and to the possibility of demarcating certain lecturing styles.

Behr, A. L. (1988). Exploring the lecture method: An empirical study. Studies in Higher Education13(2), 189-200.

Assertive supervision: Building involved teamwork.

This well-written book on assertiveness clearly describes the non assertive, assertive, and aggressive styles of supervision. Each chapter provides numerous examples, practice exercises, and self-tests. The author identifies feelings and beliefs that support aggressiveness, non aggressiveness, or non assertiveness which help the reader "look beyond the words themselves."

Black, M. K. (1991). Assertive Supervision-Building Involved Teamwork. The Journal of Continuing Education in Nursing22(5), 224-224.

Assessment and classroom learning

This paper is a review of the literature on classroom formative assessment.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education, 5(1), 7-74.

Assessment and classroom learning. Assessment in Education: principles, policy & practice

This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.

Human characteristics and school learning

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.

Development and validation of the clarity indicators scale

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 Education66(1), 19-36.

Nine Competencies for Teaching Empathy.

The author shares nine teachable competencies that can serve as a principal's guide for empathy education. This paper will help answer which practices enhance empathy and how will principals know if teachers are implementing them effectively. 

Borba, M. (2018). Nine Competencies for Teaching Empathy. Educational Leadership76(2), 22-28.

Achieving Equitable Accessing to Strong Teachers: A Guide for District Leaders

The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.

Bromberg, M. (2016). Achieving Equitable Access to Strong Teachers: A Guide for District Leaders. Education Trust.

Teacher behavior and student achievement

This paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. 

Brophy, J., & Good, T. L. (1984). Teacher Behavior and Student Achievement. Occasional Paper No. 73.

Meta-Analysis Of Applied Single Subject Research Utilizing Differential Reinforcement Of Behavior Omission

This meta-analysis looks at the efficacy of behavioral interventions for problem behavior in persons with autism.

Campbell, J. M. (2003). Efficacy of behavioral interventions for reducing problem behavior in persons with autism: a quantitative synthesis of single-subject research. Research in Developmental Disabilities, 24(2), 120-138.

Amazing Results! Teacher Expectations and Student Achievement (TESA) Follow-Up Survey of TESA-Trained Teachers in 45 States and the District of Columbia.

This paper describes a survey of teachers trained in Teacher Expectations and Student Achievement (TESA). The study examined whether teachers: agreed that TESA interactions were useful with today's children; continued to practice the TESA coding and observation process after being trained; and would recommend TESA to colleagues. 

Cantor, J., Kester, D., & Miller, A. (2000). Amazing Results! Teacher Expectations and Student Achievement (TESA) Follow-Up Survey of TESA-Trained Teachers in 45 States and the District of Columbia.

Direct Instruction Reading

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

Carnine, D., Silbert, J., Kameenui, E. J., & Tarver, S. G. (1997). Direct instruction reading. Columbus, OH: Merrill.

The Teacher's Craft: The 10 Essential Skills of Effective Teaching

This book provides evidence-based principles of effective teaching. College students preparing to teach, new teachers struggling to find their way, and experienced teachers eager to hone their skills will benefit from this set of commonsense principles that, when practiced together, will markedly improve student performance.

Chance, P. (2008). The teacher's craft: The 10 essential skills of effective teaching. Waveland PressInc.

Effectiveness of the practice style and reciprocal style of teaching: A meta-analysis

This meta-analysis looks at the effectiveness of two strategies in teaching motor skills to students: practice and reciprocal. The research examined two of the 11 teaching strategies identified in Mosston’s Spectrum of Teaching Styles designed for teachers in physical education. Six studies met the criteria for inclusion in this paper. The practice strategy involves the student in the decision-making process. The reciprocal strategy assigns each learner to a specific role: One learner performs the task and the other is the observer who offers immediate and ongoing feedback using a criteria sheet designed by the teacher. At the end of the practice, the students switch roles.

The study showed a very large effect size of 1.16 for the practice strategy, and a large effect size of 0.94 for the reciprocal strategy. It would not be surprising to see these particularly large effect sizes moderated in subsequent replication studies (Makel & Plucker, 2014; van Aert & van Assen, 2018). The study confirms previous research on reciprocal teaching as an effective instructional strategy. Reciprocal teaching has been found to be a powerful strategy for teaching reading and other academic subjects. John Hattie (1995) reported an effect size of 0.74 for reciprocal teaching. The takeaway from this meta-analysis is that practice and reciprocal styles have positive effects on motor skill acquisition.

Chatoupis, C., & Vagenas, G. (2018). Effectiveness of the practice style and reciprocal style of teaching: A meta-analysis. Physical Educator75(2), 175–194.

The Development of The Teacher Clarity Short Inventory (TCSI) to Measure Clear Teaching in The Classroom

This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. 

Chesebro, J. L., & McCroskey, J. C. (1998). The development of the teacher clarity short inventory (TCSI) to measure clear teaching in the classroom. Communication Research Reports15(3), 262-266.

Use of differential reinforcement to reduce behavior problems in adults with intellectual disabilities: A methodological review

The purpose of this literature review is to summarize and provide a methodological analysis of studies using a differential reinforcement to reduce problem behaviors.

Chowdhury, M., & Benson, B. A. (2011). Use of differential reinforcement to reduce behavior problems in adults with intellectual disabilities: A methodological review. Research in Developmental Disabilities, 32(2), 383-394.

A review of the time management literature. Personnel Review

The purpose of this article is to provide an overview for those interested in the current state‐of‐the‐art in time management research. The review demonstrates that time management behaviours relate positively to perceived control of time, job satisfaction, and health, and negatively to stress.

Claessens, B. J., Van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review36(2), 255–276.

Reconceptualizing behavior management and school-wide discipline in general education.

The purpose of this appear is to describe a school-wide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures. 

Colvin, G., Kameenui, E. J., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and treatment of children, 361-381.

Using active supervision and precorrection to improve transition behaviors in an elementary school

This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.

Colvin, G., Sugai, G., Good III, R. H., & Lee, Y. Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12(4), 344.

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review.

This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction. 

Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N. C., Oakes, W. P., Germer, K. A., & Bross, L. A. (2019). Teacher-delivered strategies to increase students’ opportunities to respond: A systematic methodological review. Behavioral Disorders, 0198742919828310.

A comparison of response cost and differential reinforcement of other behavior to reduce disruptive behavior in a preschool classroom.

This study investigates the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom.

Conyers, C., Miltenberger, R., Maki, A., Barenz, R., Jurgens, M., Sailer, A., ... & Kopp, B. (2004). A comparison of response cost and differential reinforcement of other behavior to reduce disruptive behavior in a preschool classroom. Journal of Applied Behavior Analysis, 37(3), 411-415.

Impact of the script in a supplemental reading program on instructional opportunities for student practice of specified skills

This study sought to investigate the impact of a supplemental program’s script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises.

Cooke, N. L., Galloway, T. W., Kretlow, A. G., & Helf, S. (2011). Impact of the script in a supplemental reading program on instructional opportunities for student practice of specified skills. The Journal of Special Education45(1), 28-42.

Applied Behavior Analysis

This book is a comprehensive description of the principles and procedures for systematic change of socially significant behavior. It includes basic principles, applications, and behavioral research methods.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis.

Learner-centered teacher-student relationships are effective: A meta-analysis.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research77(1), 113-143.

Learner-centered teacher-student relationships are effective: A meta-analysis.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research77(1), 113-143.

On the teachability of communication strategies.

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 quarterly29(1), 55-85.

Enhancing Professional Practice: A Framework for Teaching

The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework defines four levels of performance--Unsatisfactory, Basic, Proficient, and Distinguished--for each element, providing a valuable tool that all teachers can use.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.

Explicit instruction in mathematics problem solving

This study examines the impact of explicit instruction strategies on student mathematic performance.

Darch, C., Carnine, D., & Gersten, R. (1984). Explicit instruction in mathematics problem solving. The Journal of Educational Research, 351-359.

Developing Curriculum-Based Measurement Systems for Data-Based Special Education Problem Solving

This paper provides procedures for developing curriculum-based measurement systems in special education problem solving.

Deno, S. L., & Fuchs, L. S. (1987). Developing Curriculum-Based Measurement Systems for Data-Based Special Education Problem Solving. Focus on Exceptional Children, 19(8), 1-16.

School Improvement Grants: Implementation and Effectiveness

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.

 

The bases of teacher experiences: A meta-analysis

Reports a meta-analysis of research on the bases of teacher expectancies. The following conclusions were drawn: Student attractiveness, conduct, cumulative folder information, race, and social class were related to teacher expectancies. 

Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational psychology75(3), 327.

Effective Teaching Principles and the Design of Quality Tools for Educators

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). research synthesis on effective teaching principles and the design of quality tools for educators.(Tech. Rep. No. 6). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

Handbook of classroom management: Research, practice, and contemporary issues

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. 

Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management: Research, practice, and contemporary issues. New York, NY: Routledge.

 

A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder

This study is a meta-analysis of behavioral treatment studies and behavior modification for children with attention-deficit hyperactivity disorder.

Fabiano, G. A., Pelham Jr, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O'Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129-140

Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature

This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature. Journal of Positive Behavior Interventions, 14(4), 209-219.

Applied behavior analysis for educators: Teacher centered and classroom based

The purpose of this commentary is to consider the crisis in education and the complex role teachers play in our society; to examine critically major aspects of the traditional modus operandi of behavior analysis that are counterproductive to teacher use; and to identify practices related to promoting greater teacher use and thereby enhancing the relevance of behavioral technology in education.

Fantuzzo, J., & Atkins, M. (1992). Applied behavior analysis for educators: Teacher centered and classroom based. Journal of Applied Behavior Analysis25(1), 37.

Effective college teaching from the students' and faculty's view: Matched or mismatched priorities?

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 Education28(4), 291-329.

The correlation between teacher clarity of communication and student achievement gain: A meta-analysis

This paper aim to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public-education classes in English-speaking, industrialized countries.

Fendick, F. (1992). The correlation between teacher clarity of communication and student achievement gain: A meta-analysis.

The effects of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on-task behaviour

The purpose of this study was to examine the effectiveness of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on task behaviour. Continuous data collection indicated that following training in the appropriate use of praise, as specified by Canter, all three teachers successfully increased their rates of praising. Of the 24 children, all but one evidenced increases in levels of on‐task behaviour.

Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on-task behaviour. Educational Studies, 18(1), 83-93.

Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior.

This study evaluates the effectiveness of the Level System (token economy, response cost, stimulating rewards, and strategic attention) in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child-Directed Interaction and Parent-Directed Interaction phases of Parent-Child Interaction Therapy.

Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a whole?class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41(3), 351-361.

Implementation Research: A Synthesis of the Literature

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

Fixsen, D. L., Naoom, S. F., Blase, K. A., & Friedman, R. M. (2005). Implementation research: A synthesis of the literature.

A comparison of cognitive training and response cost procedures in modifying aggressive behavior of elementary school children

This study compares cognitive restructuring, response cost, or placebo control conditions to examine the impact on aggressive elementary school students.

Forman, S. G. (1980). A comparison of cognitive training and response cost procedures in modifying aggressive behavior of elementary school children. Behavior Therapy, 11(4), 594-600.

The lecture as a transmedial pedagogical form: A historical analysis.

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 researcher40(3), 95-102.

Researchers and teachers working together to adapt instruction for diverse learners

This paper explain a three-stage process of Pilot Research, Formal Evaluation, and Scaling Up. Finally, we discuss several misconceptions about empirical research and researchers.

Fuchs, D., & Fuchs, L. S. (1998). Researchers and teachers working together to adapt instruction for diverse learners. Learning Disabilities Research & Practice.

Effects of Systematic Formative Evaluation: A Meta-Analysis

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation: A Meta-Analysis. Exceptional Children, 53(3), 199-208.

Back to basics: Rules, praise, ignoring, and reprimands revisited

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations.  The research also discuss several newer strategies that warrant attention.

Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic44(4), 195-205.

Preparing for culturally responsive teaching.

In this article, a case is made for improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in preservice education programs with the knowledge, attitudes, and skills needed to do this.

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education53(2), 106-116.

Culturally responsive teaching: Theory, research, and practice.

Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes

High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well.

Geiser, S., & Santelices, M. V. (2007). Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE. 6.07. Center for studies in higher education.

A practical application of time management

This chapter progresses four specific components of “a practical application of time management”.

George, D. (2012). A practical application of time management.Retrieved from https://www.researchgate.net/publication/221928054_A_Practical_Application_of_Time_Management

Teamwork, soft skills, and research training.

This paper provide a list of soft skills that are important for collaboration and teamwork, based on the authors own experience and from an opinion survey of team leaders. This paper also outline workable short courses for graduate schools to strengthen teamwork and collaboration skills among research students.

Gibert, A., Tozer, W. C., & Westoby, M. (2017). Teamwork, soft skills, and research training. Trends in ecology & evolution32(2), 81-84.

Effects of quantity of instruction on time spent on learning and achievement.

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 Evaluation1(2), 183-201.

Soft skills and technical expertise of effective project managers.

The article presents an overview of these tenets drawn from opinion positions, practical experiences, and empirical research studies. There is clear evidence that additional empirical research would be beneficial.

Gillard, S. (2009). Soft skills and technical expertise of effective project managers. Issues in informing science & information technology6.

When and why incentives (don't) work to modify behavior.

This book discuss how extrinsic incentives may come into conflict with other motivations and examine the research literature in which monetary incentives have been used in a nonemployment context to foster the desired behavior. The conclusion sums up some lessons on when extrinsic incentives are more or less likely to alter such behaviors in the desired directions.

Gneezy, U., Meier, S., & Rey-Biel, P. (2011). When and why incentives (don't) work to modify behavior. Journal of Economic Perspectives25(4), 191-210.

The teacher preparation→ teacher practices→ student outcomes relationship in special education: Missing links and next steps: A research synthesis

The goal of this paper was to document and analyze the research on the connection between teachers' preparation to teach special education students, their instructional practices once in the classroom, and their students' eventual learning achievement 

Goe, L. (2006). The teacher preparation→ teacher practices→ student outcomes relationship in special education: Missing links and next steps: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved September3, 2009.

Teaching Elementary School Students to Be Effective Writers: A Practice Guide.

The report analyzes the evidence supporting those teaching methods commonly employed to increase student competency in becoming a fluent writer. The guide is for teachers, literacy coaches, principals, districts, and curriculum developers, and other educators.

Graham, S., Bollinger, A., Olson, C. B., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058. What Works Clearinghouse.

Training Our future Teachers: Classroom Management

This report examines teacher preparation in classroom management. It surveyed over 100 elementary and secondary, graduate and undergraduate programs.

Greenberg, J., Putman, H., and Walsh, K. (2013). Training Our future Teachers: Classroom Management. Date accessed: 5/7/14

Adolescent trust in teachers: Implications for behavior in the high school classroom

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 Review37(3), 337.

Effects of teacher attention on study behavior.

This study examines the effects of contingent teacher attention on study behavior.

Hall, R. V., Lund, D., & Jackson, D. (1968). EFFECTS OF TEACHER ATTENTION ON STUDY BEHAVIOR1. Journal of applied behavior analysis, 1(1), 1-12.

Can comprehension be taught? A quantitative synthesis of “metacognitive” studies

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of “metacognitive” studies. Educational researcher, 17(9), 5-8.

Can comprehension be taught? A quantitative synthesis of “metacognitive” studies

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of “metacognitive” studies. Educational researcher, 17(9), 5-8.

Hard Words: Why aren’t kids being taught to read?

This report and podcast examines the scientific basis for how to teach reading to children. This investigation reveals how children learn to read, emphasizing the five critical components of reading instruction. 

Hanford, E, (2018). Hard Words: Why aren’t kids being taught to read? American Public Media (APM). Retrieved from https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read

Teacher Quality

This chapter of Handbook of The Economics of Education reviews research on teacher labor markets, the importance of teacher quality in the determination of student achievement, and the extent to which specific observable characteristics often related to hiring decisions and salary explain the variation in the quality of instruction.

Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. In E. A. Hanushek & F. Welch (Eds.), Handbook of the economics of education, vol. 2 (pp. 1051–1078). Amsterdam, Netherlands: North Holland.

The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance

This new research addresses a number of critical questions:  Are a teacher’s cognitive skills a good predictor of teacher quality? This study examines the student achievement of 36 developed countries in the context of teacher cognitive skills. This study finds substantial differences in teacher cognitive skills across countries that are strongly related to student performance.

Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2014). The value of smarter teachers: International evidence on teacher cognitive skills and student performance (No. w20727). National Bureau of Economic Research.

 

Teacher training, teacher quality and student achievement

The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.

Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics95(7–8), 798-812.

 

 
Visible learning: A synthesis of over 800 meta-analyses relating to achievement

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

 

Visible learning

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

Hattie, J. (2009). Visible learning. A synthesis of over, 800.

Visible Learning for Teachers: Maximizing Impact on Learning

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Visible Learning Insights

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.

A comparison of three types of opportunities to respond on student academic and social behaviors.

This study employs an alternating treatments design to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems.

Haydon, T., Conroy, M. A., Scott, T. M., Sindelar, P. T., Barber, B. R., & Orlando, A. M. (2010). A comparison of three types of opportunities to respond on student academic and social behaviors. Journal of Emotional and Behavioral Disorders, 18(1), 27-40.

Made to stick: Why some ideas survive and others die

This book reveal the anatomy of ideas that stick and explain ways to make ideas stickier, such as applying the human scale principle, using the Velcro Theory of Memory, and creating curiosity gaps. Along the way, we discover that sticky messages of all kinds draw their power from the same six traits.

Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House.

Exceptional Children: An Introduction To Special Education.

This book for teachers in the area of Special Education looks at highly effective, research-based practices described in a very step-by-step, applied manner.

Heward, W. L. (2012). Exceptional Children: An Introduction to Special Education. Pearson.

A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing

The purpose of this study is to compare different statistical and methodological approaches to standard setting and determining cut scores using R- CBM and performance on high-stakes tests

Hintze, J. M., & Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing. School Psychology Review, 34(3), 372.

Community Treatment for Youth: Evidence-Based Interventions for Severe Emotional and Behavioral Disorders

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

Hoagwood, K. I. M. B. E. R. L. Y., Burns, B. J., & Weisz, J. R. (2002). A profitable conjunction: From science to service in children’s mental health. Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders, 327-338.

Teacher turnover and teacher shortages: An organizational analysis

This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.

Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

Life in Classrooms.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Jackson, P. W. (1990). Life in classrooms. Teachers College Press.

Life in Classrooms.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Jackson, P. W. (1990). Life in classrooms. Teachers College Press.

Demonstrating the Experimenting Society Model with Classwide Behavior Management Interventions

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

Johnson, T. C., Stoner, G., & Green, S. K. (1996). Demonstrating the Experimenting Society Model with Classwide Behavior Management Interventions. School Psychology Review25(2), 199-214.

Training Teachers to Use Environmental Arrangement and Milieu Teaching with Nonvocal Preschool Children

This study investigated the effects of training preschool teachers to use environmental arrangement and milieu teaching in interactions with children using augmented communication systems. Three teachers were taught seven environmental strategies and four milieu teaching procedures through written materials, lecture, modeling, role-playing, and feedback.

Kaiser, A. P., Ostrosky, M. M., & Alpert, C. L. (1993). Training teachers to use environmental arrangement and milieu teaching with nonvocal preschool children. Journal of the Association for Persons with Severe Handicaps18(3), 188-199.

Praise counts: Using self-monitoring to increase effective teaching practices

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. This study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

Kalis, T. M., Vannest, K. J., & Parker, R. (2007). Praise counts: Using self-monitoring to increase effective teaching practices. Preventing School Failure: Alternative Education for Children and Youth51(3), 20-27.

The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism

The purpose of this study is to compare high-quality reinforcers following unprompted responses (differential reinforcement) with high-quality reinforcers following both prompted and unprompted responses (non-differential reinforcement) on the skill acquisition of 2 children with autism.

Karsten, A. M., & Carr, J. E. (2009). The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism. Journal of Applied Behavior Analysis, 42(2), 327-334.

Effective Intervention for Students with Specific Learning Disability: The Nature of Special Education.

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 Journal13(4), 127-138.

Identifying Specific Learning Disability: Is Responsiveness to Intervention the Answer?

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.

Kavale, K. A. (2005). Identifying specific learning disability: Is responsiveness to intervention the answer?. Journal of Learning Disabilities38(6), 553-562.

Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

Formative Assessment: A Meta?Analysis And A Call For Research

This meta-analysis examines the impact of formative assessment.

Kingston, N., & Nash, B. (2011). Formative assessment: A meta?analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37.

The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological bulletin119(2), 254.

High-Impact Instruction: A Framework for Great Teaching.

This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.

Knight, J. (2013). High-impact Instruction: A Framework for Great Teaching. Corwin Press.

The differences between hard and soft skills and their relative impact on training transfer

This article discusses differences that are hypothesized to exist between hard‐ (technical) and soft‐ (intrapersonal and interpersonal) skills training that we believe impact the degree of training transfer achieved. 

Laker, D. R., & Powell, J. L. (2011). The differences between hard and soft skills and their relative impact on training transfer. Human Resource Development Quarterly22(1), 111-122.

Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction.

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a school wide primary intervention program

Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders28(3), 229-248.

Reading on grade level in third grade: How is it related to high school performance and college enrollment.

This study uses longitudinal administrative data to examine the relationship between third- grade reading level and four educational outcomes: eighth-grade reading performance, ninth-grade course performance, high school graduation, and college attendance.

Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment. Chicago: Chapin Hall at the University of Chicago, 1, 12.

Precision Teaching: By Teachers for Children

in this article, the author describes the policies of precision teaching. 

 

Lindsley, O. R. (1990). Precision teaching: By teachers for children. Teaching Exceptional Children, 22(3), 10-15.

The effects of social skills instruction on the social behaviors of students at risk for emotional or behavioral disorders

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 Disorders27(4), 371-385.

Rules, praise, and ignoring: Elements of elementary classroom control.

This is a study of the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior.

Madsen Jr, C. H., Becker, W. C., & Thomas, D. R. (1968). Rules, praise, and ignoring: Elements of elementary classroom control. Journal of applied behavior analysis, 1(2), 139.

A systematic evaluation of token economies as a classroom management tool for students with challenging behavior

This is a systematic review to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties.

Maggin, D. M., Chafouleas, S. M., Goddard, K. M., & Johnson, A. H. (2011). A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. Journal of School Psychology, 49(5), 529-554.

Four Classwide Peer Tutoring Models: Similarities, Differences, and Implications for Research and Practice

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

Maheady, L., Mallette, B., & Harper, G. F. (2006). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Reading & Writing Quarterly22(1), 65-89.

A Theory-Based Meta-Analysis of Research on Instruction.

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.

 

Classroom management that works: Research-based strategies for every teacher

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

 

Classroom Instruction That Works: Research Based Strategies For Increasing Student Achievement

This is a study of classroom management on student engagement and achievement.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd

Classroom Instruction That Works: Research Based Strategies For Increasing Student Achievement

This is a study of classroom management on student engagement and achievement.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd

What Works Clearinghouse Intervention Report: National Board for Professional Teaching Standards Certification.

The What Works Clearinghouse (WWC) identified five studies of NBPTS certification that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards.

Mathematica Policy Research (2018). What Works Clearinghouse Intervention Report: National Board for Professional Teaching Standards Certification. Washington, DC: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_nbpts_021318.pdf.

Training teachers to give effective commands: Effects on student compliance and academic behaviors.

This study examines the effects of effective command training with teachers on students' compliance rates and academic engagement.

Matheson, A. S., & Shriver, M. D. (2005). Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors. School Psychology Review, 34(2), 202-219.

Multiple effects of home and daycare crowding.

This research examines the relationship between noise and preschool children's acquisition of prereading skills, environmental factors in preschool inclusive classrooms, and children's use of outdoorplay equipment.

Maxwell, L. E. (1996). Multiple effects of home and day care crowding. Environment and Behavior, 28(4), 494-511.

The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs.

This study provides a description of 34 practicing teachers' beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice.

McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of teacher education53(5), 433-443.

Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder.

This study compares the effects of a token reinforcement and a response cost intervention in reducing the disruptive behavior of preschool children with attention deficit hyperactivity disorder.

McGoey, K. E., & DuPaul, G. J. (2000). Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 15(3), 330.

Improving education through standards-based reform.

This report offers recommendations for the implementation of standards-based reform and outlines possible consequences for policy changes. It summarizes both the vision and intentions of standards-based reform and the arguments of its critics.

McLaughlin, M. W., & Shepard, L. A. (1995). Improving Education through Standards-Based Reform. A Report by the National Academy of Education Panel on Standards-Based Education Reform. National Academy of Education, Stanford University, CERAS Building, Room 108, Stanford, CA 94305-3084..

The reduction of disruptive behaviour in two secondary school classes.

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

McNamara, E., Evans, M., & Hill, W. (1986). The reduction of disruptive behaviour in two secondary school classes. British Journal of Educational Psychology56(2), 209-215.

The reduction of disruptive behaviour in two secondary school classes.

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

McNamara, E., Evans, M., & Hill, W. (1986). The reduction of disruptive behaviour in two secondary school classes. British Journal of Educational Psychology56(2), 209-215.

Managing challenging behaviors in schools: Research-based strategies that work.

This book provides tested, easy-to-implement strategies for preventing problem behavior in the classroom and responding effectively when it does occur.

Menzies, H. M., & Bruhn, A. L. (2010). Managing challenging behaviors in schools: Research-based strategies that work. Guilford Press.

Behavior modification: Principles and procedures

This text uses a step by step, evidence-based approach to explain human behavior. Key case studies and examples are used to illustrate key principles.

Miltenberger, R. (2013). Behavior modification: Principles and procedures. Cengage Learning.

Teacher acquisition of functional analysis methodology

The current study examined methods for training teachers to use functional analysis methods.

Moore, J. W., Edwards, R. P., Sterling‐Turner, H. E., Riley, J., DuBard, M., & McGeorge, A. (2002). Teacher acquisition of functional analysis methodology. Journal of Applied Behavior Analysis35(1), 73-77.

A Classroom-Based Intervention To Reduce Disruptive Behaviors

This study investigates the effectiveness of an intervention comprised of posted classroom rules, token economy, response cost, and mystery motivators to reduce disruptive classroom behavior.

Mottram, A. M., Bray, M. A., Kehle, T. J., Broudy, M., & Jenson, W. R. (2002). A classroom-based intervention to reduce disruptive behaviors. Journal of Applied School Psychology, 19(1), 65-74.

Training Head Start Teachers to Use Incidental Teaching

The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers’ use of incidental teaching. D

Mudd, J. M., & Wolery, M. (1987). Training head start teachers to use incidental teaching. Journal of the Division for Early Childhood11(2), 124-134.

Increasing teachers’ use of praise with a response-to-intervention approach

This study uses a multiple baseline design across teachers to evaluate the effects of response-to-intervention on rates of desired teacher behavior..

Myers, D. M., Simonsen, B., & Sugai, G. (2011). Increasing teachers' use of praise with a response-to-intervention approach. Education and treatment of children, 34(1), 35-59.

The effect of Canter's assertive discipline program on teacher and student behavior

This study uses a multiple baseline research design across sample and settings to examine the effects of Canter's Assertive Discipline Program on teachers' rates of verbal approval and disapproval, student on task behavior, and the frequency of students' disruptive behavior.

Nicholls, D., & Houghton, S. (1995). The effect of Canter's assertive discipline program on teacher and student behaviour. British Journal of Educational Psychology, 65(2), 197-210

Differential reinforcement of correct responses to probes and prompts in picture-name training with severely retarded children.

This paper examines the use of systematic sequence of prompt and probe trials to teach picture names to three severely retarded children.

Olenick, D. L., & Pear, J. J. (1980). DIFFERENTIAL REINFORCEMENT OF CORRECT RESPONSES TO PROBES AND PROMPTS IN PICTURE-NAME TRAINING WITH SEVERELY RETARDED CHILDREN. Journal of Applied Behavior Analysis, 13(1), 77-89.

Effective Classroom Management: Teacher Preparation and Professional Development

This paper examines the critical role classroom management plays in establishing effective classroom climate and student achievement. It offers recommendations for teacher preparation programs on how improve teacher performance in this essential teaching skill.

Oliver, R. M., & Reschly, D. J. (2007). Effective Classroom Management: Teacher Preparation and Professional Development. TQ Connection Issue Paper. National Comprehensive Center for Teacher Quality.

Teacher classroom management practices: Effects on disruptive or aggressive student behavior.

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.

Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews7(1), 1-55.

Reciprocal Teaching of Comprehension Fostering and Comprehension Monitoring Activities

Two instructional studies directed at the comprehension-fostering and comprehension-monitoringactivitiesof seventhgrade poor comprehendersare reported

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction1(2), 117-175.

The Learning Styles Educational Neuromyth: Lack of Agreement Between Teachers’ Judgments, Self-Assessment, and Students’ Intelligence.

This study examined the hypothesis that teachers’ and students’ assessment of preferred LS correspond. The study found no relationship between pupils’ self-assessment and teachers’ assessment. Teachers’ and students’ answers didn’t match up. The study suggests that teachers cannot assess the LS of their students accurately.

Papadatou-Pastou, M., Gritzal, M., & Barrable, A. (2018). The Learning Styles educational neuromyth: Lack of agreement between teachers’ judgments, self-assessment, and students’ intelligence. Frontiers in Education, 3, 1-5. [105]. https://doi.org/10.3389/feduc.2018.00105

Effective programs in elementary mathematics: A best-evidence synthesis

This research synthesis examines randomized controlled trials and quasi-experimental research on the mathematics achievement outcomes for elementary school programs. The best outcomes were found for tutoring programs. The findings suggest that programs emphasizing personalization, engagement, and motivation are most impactful in elementary mathematics instruction.

Pellegrini, M., Lake, C., Inns, A, & , Slavin, R. (2018). Effective programs in elementary mathematics: A best-evidence synthesis. Best Evidence Encyclopedia. Retrieved from http://www.bestevidence.org/word/elem_math_Oct_8_2018.pdf

Teachers matter: Understanding teachers’ impact on student achievement,

Research using student scores on standardized tests confirms the common perception that some teachers are more effective than others. It also reveals that being taught by an effective teacher has important consequences for student achievement. The best way to assess a teacher's effectiveness is to look at his or her on-the-job performance.

RAND Education. (2012).Teachers matter: Understanding teachers’ impact on student achievement, Santa Monica, Calif.: Author. Retrieved from https://www.rand.org/pubs/corporate_pubs/CP693z1-2012-09.html

Cloze Procedure and the Teaching of Reading

The terms cloze procedure and cohesion are associated with reading development. Specifically, doze applies to the testing and teaching of reading while cohesion applies to a description of how the way in which reading material is written can affect reading development. 

Raymond, P. (1988). Cloze procedure in the teaching of reading. TESL Canada Journal, 6(1), 91–97. 

The efficacy of a response cost-based treatment package for managing aggressive behavior in preschoolers

This study examines the effectiveness of a response cost for improving the classroom behavior of four aggressive preschoolers.

Reynolds, L. K., & Kelley, M. L. (1997). The efficacy of a response cost-based treatment package for managing aggressive behavior in preschoolers. Behavior Modification, 21(2), 216-230.

The impact of individual teachers on student achievement: Evidence from panel data

In order to provide accurate estimates of how much teachers affect the achievement of their students, this study used panel data covering over a decade of elementary student test scores and teacher assignment in two contiguous New Jersey school districts.

Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American economic review94(2), 247-252.

Maximizing the effectiveness of structured classroom management programs: Implementing rule-review procedures with disruptive and distractible students.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

Rosenberg, M. S. (1986). Maximizing the effectiveness of structured classroom management programs: Implementing rule-review procedures with disruptive and distractible students. Behavioral Disorders11(4), 239-248.

Improving Performance: How To Manage The White Space On The Chart

Improving Performance has been a pivotal book in the creation of the performance management movement by showing how to bridge the gap between organization strategy and the individual. It can be used as guide for principals to link planning to action, implementation of organization change, and offering ways to redesign processes to overcome obstacles that impede implementation.

Rummler, G. A., & Brache, A. P. (2012). Improving performance: How to manage the white space on the organization chart. John Wiley & Sons.

Using time-out effectively in the classroom.

This articles provides information on the effective use of time-out for use by teachers.

Ryan, J. B., Sanders, S., Katsiyannis, A., & Yell, M. L. (2007). Using time-out effectively in the classroom. Teaching Exceptional Children, 39(4), 60-67.

Cumulative and residual effects of teachers on future student academic achievement.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement.

Cumulative and residual effects of teachers on future student academic achievement.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement.

Can "Micro-Credentialing" Salvage Teacher PD?

This article discuss how "Micro-Credentialing" offer an opportunity to shift away from credit-hour and continuing-education requirements that dominate the PD apparatus in most states, toward a system based on evidence of progress in specific instructional skills.

Sawchuk, S. (2016). Can "Micro-Credentialing" Salvage Teacher PD?. Education Week. Retrieved from http://www.nysed.gov/common/nysed/files/principal-project-phase-2-micro-credentials-edweek.pdf

The Foundations of Educational Effectiveness

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

Scheerens, J. and Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford:Pergmon

The Foundations of Educational Effectiveness

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

Scheerens, J. and Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford:Pergmon

Teacher-centered instruction: The Rodney Dangerfield of social studies.

Teacher-centered instruction implies a high degree of teacher direction and a focus of students on academic tasks. And it vividly contrasts with student-centered or constructivist approaches in establishing a leadership role for the teacher

Schug, M. C. (2003). Teacher-centereed instruction. Where did social studies go wrong, 94-110.

Academic skills problems: Direct assessment and intervention

This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. The author provides practical strategies for working with students across all grade levels (K–12) who are struggling with reading, spelling, written language, or math. 

Shapiro, E. S. (2011). Academic skills problems: Direct assessment and intervention. Guilford Press.

Description and effects of prosocial instruction in an elementary physical education setting.

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 Children19(4), 435.

Understanding validity and reliability in classroom, school-wide, or district-wide assessments to be used in teacher/principal evaluations

The goal of this paper is to provide a general understanding for teachers and administrators of the concepts of validity and reliability; thereby, giving them the confidence to develop their own assessments with clarity of these terms.

Shillingburg. W. (2016). Understanding validity and reliability in classroom, school-wide, or district-wide assessments to be used in teacher/principal evaluations. Retrieved from https://cms.azed.gov/home/GetDocumentFile?id=57f6d9b3aadebf0a04b2691a

Interventions for academic and behavior problems II: Preventive and remedial approaches

As the successor to one of NASP's most popular publications, Interventions for Academic and Behavior Problems II offers the latest in evidence-based measures that have proven to create safer, more effective schools.

Shinn, M. R., Walker, H. M., & Stoner, G. E. (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. National Association of School Psychologists.

Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children.

This is an experimental test of the mediating function of interpersonal cognitive problem solving skills on behavioral adjustment in preschool and kindergarten children.

Shure, M. B., & Spivack, G. (1981). Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology, 1(1), 29-44.

Interpersonal problem-solving in young children: A cognitive approach to prevention.

This study examines the impact of interpersonal cognitive problem solving skills on preventing and reducing impulsive or inhibited behaviors in children.

Shure, M. B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-356.

Using the think-pair-share technique.

In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.

Simon, C. A. (2019). National Council of Teachers of English. Using the think-pair-share technique. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html 

 

Evidence-based practices in classroom management: Considerations for research to practice.

The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.

A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers.

In this grounded theory study, 19 teachers were interviewed and then, in constant comparative fashion, the interview data were analyzed. The theoretical model that emerged from the data describes novice teachers' tendencies to select and implement differing strategies related to the severity of student behavior. 

Smart, J. B., & Igo, L. B. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal110(4), 567-584.

Teaching critical thinking and problem solving skills.

Several barriers can impede critical thinking instruction. However, actively engaging students in project-based or collaborative activities can encourage students’ critical thinking development if instructors model the thinking process, use effective questioning techniques, and guide students’ critical thinking processes.

Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education50(2), 90.

A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis

This meta-analysis of School-wide Positive Behavior Supports examines 20 articles. Single-case studies were evaluated using a regression-based procedure to establish efficacy of the approach.

Solomon, B. G., Klein, S. A., Hintze, J. M., Cressey, J. M., & Peller, S. L. (2012). A meta?analysis of school?wide positive behavior support: An exploratory study using single?case synthesis. Psychology in the Schools, 49(2), 105-121.

Coaching Classroom Management: Strategies & Tools for Administrators & Coaches

This book is written for school administrators, staff developers, behavior specialists, and instructional coaches to offer guidance in implementing research-based practices that establish effective classroom management in schools. The book provides administrators with practical strategies to maximize the impact of professional development. 

Sprick, et al. (2010). Coaching Classroom Management: Strategies & Tools for Administrators & Coaches. Pacific Northwest Publishing.

A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings.

This is a meta-analysis to look at the impact of interventions to decrease disruptive classroom behavior in public education settings.

Stage, S. A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26(3), 333-368.

Effective Teachers Make a Difference

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.

Teacher Quality Index

This book examines issues pertaining to making effective hiring decisions. The authors present a research-based interview protocol built on quality indicators.

Stronge, J. and Hindman, J., (2006). Teacher Quality Index. Association for Supervision and Curriculum Development

Cultural diversity and individual assessment for behavior disorders

The article describes the problem of assessing culturally diverse students for behavior disorders, proposes a solution which replaces norm referenced assessment with functional assessment, and offers recommendations for implementing such a nonbiased, functional approach.

Sugai, G., & Maheady, L. (1988). Cultural Diversity and Individual Assessment for Behavior Disorders. Teaching Exceptional Children, 21(1), 28-31.

Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD

The purposes of this study are to examine an observation-feedback intervention on teacher's behavior-specific praise of students with emotional and behavioral disorders and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of the students.

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-8.

Effect on varying rates of behavior-specific praise on the on-task behavior of students with EBD.

This study has 2 purposes: examine the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD.

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders8(1), 2-8.

A meta-analysis of the effect of enhanced instruction: Cues, participation, reinforcement and feedback and correctives on motor skill learning.

The meta-analysis looks at the effect of enhanced instruction on motor skill acquisition of 4-5 yr old children and 4th-21th graders in Israel.

Tenenbaum, G., & Goldring, E. (1989). A meta-analysis of the effect of enhanced instruction: Cues, participation, reinforcement and feedback and correctives on motor skill learning. Journal of Research & Development in Education. 22(3) 53-64.

Individuals with Disabilities Education Improvement Act of 2004 and IDEA Regulations of 2006: Implications for Educators, Administrators, and Teacher Trainers

This article summarize changes and challenges that school personnel will face in order to implement The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA).

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

Envisioning Information

Of Edward Tufte’s books, this is the most design oriented. It provides examples using maps, charts, scientific presentations, diagrams, computer interfaces, statistical graphics and tables, stereo photographs, guidebooks, courtroom exhibits, timetables, use of color, and a pop-up to illustrate his points on the effective use of visual mediums to communicate the meaning of data and impart important messages.

Tufte, E. R. (1990). Envisioning Information (1990). Cheshire, CT: Graphics press.

The Visual Display Of Quantitative Information

This is the first book from Edward Tufte and it lays out his theories and rules that are the basis for the effective display of information and data to maximize communication.

Tufte, E. R. (2001). The visual display of quantitative information. Edition 2 (Vol. 2). Cheshire, CT: Graphics press.

Visual Explanations: Images And Quantities, Evidence And Narrative

This third book by Edward Tufte is a guide on how to more effectively communicate information visually. It offers examples of poorly presented information and the dire consequences that can result from mediocre and inadequately thought out presentations. It provides concrete samples of effective ways to present statistics and tips one can use to avoid many of the pitfalls of powerpoint presentations.

Tufte, E. R., & Weise Moeller, E. (1997). Visual explanations: images and quantities, evidence and narrative (Vol. 36). Cheshire, CT: Graphics Press.

Preservice teachers’ perceived barriers to the implementation of a multicultural curriculum.

This study investigated preservice teachers' perceived barriers for implementing multicultural curriculum with preservice teachers as they began their teacher education program.

Van Hook, C. W. (2002). Preservice teachers' perceived barriers to the implementation of a multicultural curriculum. Journal of Instructional Psychology29(4), 254-265.

Are we making the differences that matter in education?

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

VanDerHeyden, A. (2013). Are we making the differences that matter in education. In R. Detrich, R. Keyworth, & J. States (Eds.),Advances in evidence-based education: Vol 3(pp. 119–138). Oakland, CA: The Wing Institute. Retrieved from http://www.winginstitute.org/uploads/docs/Vol3Ch4.pdf

Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation

Keeping RTI on Track is a resource to assist educators overcome the biggest problems associated with false starts or implementation failure. Each chapter in this book calls attention to a common error, describing how to avoid the pitfalls that lead to false starts, how to determine when you're in one, and how to get back on the right track.

Vanderheyden, A. M., & Tilly, W. D. (2010). Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation. LRP Publications.

A single-subject meta-analysis of the effectiveness of time-out in reducing disruptive classroom behavior.

The current single-subject meta-analysis investigates the effect of time-out for the reduction of disruptive classroom behaviors in non-developmentally delayed children.

Vegas, K. C., Jenson, W. R., & Kircher, J. C. (2007). A Single-Subject Meta-Analysis of the Effectiveness of Time-Out in Reducing Disruptive Classroom Behavior. Behavioral Disorders, 32(2), 109-121.

A review of recent studies on differential reinforcement during skill acquisition in early intervention.

This paper reviews research on the effectiveness of differential reinforcement as treatment and describes important areas of future research.

Vladescu, J. C., & Kodak, T. (2010). A review of recent studies on differential reinforcement during skill acquisition in early intervention. Journal of applied behavior analysis, 43(2), 351-355.

Productive teaching

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.

Productive teaching

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.

What Influences Learning? A Content Analysis Of Review Literature.

This is a meta-review and synthesis of the research on the variables related learning.

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 30-43.

Assessing cross-cultural sensitivity awareness: A basis for curriculum change

This study examined the social attitudes related to race, gender, age, and ability among senior level health education students at a mid-sized university in the southeast by means of a personally experienced critical incident involving a cross-cultural incident. 

Wasson, D. H., & Jackson, M. H. (2002). Assessing cross-cultural sensitivity awareness: A basis for curriculum change. Journal of Instructional Psychology29(4), 265-277.

How schools matter: The link between teacher classroom practices and student academic performance
Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.

 

Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12).

A meta-analysis of the effects of direct instruction in special education

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.

 

Scoping and sequencing educational resources and speech acts: A unified design framework for learning objects and educational discourse.

This paper looks at scope and sequence as essential to effective instruction Instructional.

Wiley, D., & Waters, S. (2005). Scoping and sequencing educational resources and speech acts: A unified design framework for learning objects and educational discourse. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 143-150.

How to teach critical thinking.

This paper considers what the research can tell us about how critical thinking is acquired, and the implications for how education might best develop young people’s critical thinking capabilities.

Willingham, D. (2019). How to teach critical thinking. New South Wales (NSW) Department of Education.

4 proven strategies for teaching empathy.

Help your students understand the perspectives of other people with these tried-and-tested methods.

Wilson, D., & Conyers, M. (2017). 4 proven strategies for teaching empathy.Edutopia. Retrieved from https://www.edutopia.org/article/4-proven-strategies-teaching-empathy-donna-wilson-marcus-conyers

Teacher use of interventions in general education settings: Measurement and analysis of? the independent variable

This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.

Witt, J. C., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of ?the independent variable. Journal of Applied Behavior Analysis, 30(4), 693.

Time management: An experimental investigation.

Four groups of preservice teachers participating in student teaching seminars were randomly assigned to one of three conditions to test the effectiveness of brief training in time-management techniques. 

Woolfolk, A. E., & Woolfolk, R. L. (1986). Time management: An experimental investigation. Journal of school Psychology24(3), 267-275.

The Cost-Effectiveness of Five Policies for Improving Student Achievement

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.

Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436.

Independent Teacher Education Programs: Apocryphal Claims, Illusory Evidence

This policy brief surveys historical and contemporary trends in teacher preparation, and explores what is known about the quality of five of the most prominent independent teacher education programs in the U.S., including their impact on teacher quality and student learning. The author's analysis demonstrates that claims regarding the success of such programs are not substantiated by peer-reviewed research and program evaluations.

Zeichner, K. (2016). Independent Teacher Education Programs: Apocryphal Claims, Illusory Evi-dence. Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/teacher-education

Token economy plus self -monitoring to reduce disruptive classroom behaviors

Zlomke, K., & Zlomke, L. (2003). Token economy plus self -monitoring to reduce disruptive classroom behaviors. Behavior Analyst Today, 4(2), 177-182.

Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis.

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring. 

Zoder-Martell, K. A., Floress, M. T., Bernas, R. S., Dufrene, B. A., & Foulks, S. L. (2019). Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis. Journal of Applied School Psychology, 1-30.

Toward a histology of social behavior: Judgmental accuracy from thin slices of the behavioral stream.
This chapter focuses on thin slices and illustrates the efficiency of thin slices in providing information about social and interpersonal relations. A thin slice is “a brief excerpt of expressive behavior sampled from the behavioral stream.”
Ambady, N., Bernieri, F. J., & Richeson, J. A. (2000). Toward a histology of social behavior: Judgmental accuracy from thin slices of the behavioral stream. Advances in experimental social psychology, 32, 201-271.
CLEAR TEACHING: With Direct Instruction, Siegfried Engelmann Discovered a Better Way of Teaching
This is a well-researched, highly readable introduction to Direct Instruction (DI)
Barbash, S. (2012). Clear teaching: With direct instruction, Siegfried Engelmann discovered a better way of teaching. Education Consumers Foundation.
Assessing The Value-Added Effects Of Literacy Collaborative Professional Development On Student Learning
This is a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a school-wide reform model that relies on coaching of teachers for improving student literacy learning.
Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. The elementary school journal, 111(1), 7-34.
Effective Teaching Methods
The is a practical yet theoretically substantive book that aims to provide teachers with research-based, effective teaching practices.
Borich, G. D. (1988). Effective teaching methods. Pearson Education India.
Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled
The study investigates the effect of teaching unknown key words as a preteaching strategy with 20 students identified as learning disabled in reading skills.
Burns, M. K., Dean, V. J., & Foley, S. (2004). Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled. Journal of school psychology, 42(4), 303-314.
Measurably superior instruction means close, continual contact with the relevant outcome data: Revolutionary!
The chapter looks at the critical importance of how to effectively measure performance to achieve the greatest impact.
Bushell, D., & Baer, D. M. (1994). Measurably superior instruction means close, continual contact with the relevant outcome data: Revolutionary. Behavior analysis in education: Focus on measurably superior instruction, 3-10.
Preteaching versus concurrent teaching of the component skills of a multiplication algorithm
The study looks at the impact of preteaching as a practice to improve student performance.
Carnine, D. (1980). Preteaching versus concurrent teaching of the component skills of a multiplication algorithm. Journal for research in Mathematics Education, 375-379.
Educational outcomes of tutoring: A meta-analysis of findings
This study is a meta-analysis of school tutoring programs that shows these programs have positive effects on the academic performance and attitudes of those who receive tutoring.
Cohen, P. A., Kulik, J. A., & Kulik, C. L. C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American educational research journal, 19(2), 237-248.
What Works in Education, Judith Crandall, John Jacobson & Howard Sloane, Editors
This monograph summarizes a sample of programs and procedures demonstrated to work. Each program included in the monograph has been validated through solid scientific research.
Crandall, J., & Sloane, H. (1997). What works in education. Cambridge Center for Behavioral Studies.
Synthesis of research on reviews and tests.
This study looks at the use of properly spaced reviews and tests as a practice that can dramatically improve classroom learning and retention.
Dempster, F. N. (1991). Synthesis of Research on Reviews and Tests. Educational leadership, 48(7), 71-76.
Can offline metacognition enhance mathematical problem solving?
This research looks at the effectiveness of a metacognitive intervention combined with algorithmic cognitive instruction in an elementary school setting.
Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving?. Journal of Educational Psychology, 95(1), 188.
Using Data-Based Inquiry and Decision Making To Improve Instruction.
This study examines six schools using data-based inquiry and decision-making process to improve instruction.
Feldman, J., & Tung, R. (2001). Using Data-Based Inquiry and Decision Making To Improve Instruction. ERS Spectrum, 19(3), 10-19.
A comparison of textual and echoic prompts onthe acquisition of intraverbal behavior in a six-year-old boy with autism
This study compares textual and echoic prompts to determine which form of prompts are more effective for teaching intraverbal behavior to boy with autism.
Finkel, A. S., & Williams, R. L. (2002). A comparison of textual and echoic prompts on the acquisition of intraverbal behavior in a six-year-old boy with autism. The Analysis of Verbal Behavior, 18, 61.
Explicitly teaching for transfer: Effects on third-grade students’ mathematical problem solving.
This study assesses the effects of explicitly teaching for transfer by (a) broadening the categories by which students group problems requiring the same solution methods and (b) prompting students to search novel problems for these broad categories.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., ... & Jancek, D. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of educational psychology, 95(2), 293
Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools.
This guide provides eight recommendations to help teachers, principals, and school administrators use Response to Intervention to identify students who need assistance in mathematics and address their needs.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. What Works Clearinghouse.
Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities
Alternate assessment and instruction is a key issue for individuals with disabilities. This report presents an analysis, by assessment system component, to identify where and when flexibility can be built into assessments.
Gong, B., & Marion, S. (2006). Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities. Synthesis Report 60. National Center on Educational Outcomes, University of Minnesota.
The importance and decision making utility of a continuum of fluency based indicators of foundational reading skills for third-grade high stakes outcomes
This study examines fluency-based indicators of early literacy skills to predict reading outcomes, inform educational decisions, and change reading outcomes for students at risk.
Good III, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5(3), 257-288.
No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America’s Education Schools
This study examines selected education schools teacher preparation-mathematics courses. Schools were scored on how well their courses presented the core components of the science of mathematics.
Greenberg, J., & Walsh, K. (2008). No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools. National Council on Teacher Quality.
Distributed versus massed practice in high school physics.
This paper is an analysis of the effects of distributed practice in teaching high school physics.
Grote, M. G. (1995). Distributed versus massed practice in high school physics. School Science and Mathematics, 95(2), 97-101.
Synthesis of research on the effects of mastery learning in elementary and secondary classrooms
This paper examines research on group-based mastery learning programs and the impact on student learning outcomes, including academic achievement, material retention, involvement in learning activities, and student attitudes.
Guskey, T. R., & Gates, S. L. (1986). Synthesis of Research on the Effects of Mastery Learning in Elementary and Secondary Classrooms. Educational Leadership, 43(8), 73-80.
Interpersonal Sensitivity: Theory and Measurement.
This book examines the major theorists and researchers of interpersonal sensitivity and their approaches.
Hall, J. A., & Bernieri, F. J. (Eds.). (2001). Interpersonal sensitivity: Theory and measurement. Psychology Press.
Using Student Achievement Data to Support Instructional Decision Making
The purpose of this practice guide is to help teachers and administrators use student achievement data to make instructional decisions.
Hamilton, L., Halverson, R., Jackson, S. S., Mandinach, E., Supovitz, J. A., & Wayman, J. C. (2009). Using Student Achievement Data to Support Instructional Decision Making. IES Practice Guide. NCEE 2009-4067. National Center for Education Evaluation and Regional Assistance.
Effects of learning skills interventions on student learning: A meta-analysis.
This meta-analysis of 51 studies identified features of study skills interventions that are likely to lead to academic success.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of educational research, 66(2), 99-136
Effects of mathematical word problem solving by students at risk or with mild disabilities
This is a differential effects study of two instructional strategies, an explicit schema-based strategy and a traditional basal strategy, on the acquisition, maintenance, and generalization of mathematical word problem solving.
Jitendra, A. K., Griffin, C. C., McGoey, K., Gardill, M. C., Bhat, P., & Riley, T. (1998). Effects of mathematical word problem solving by students at risk or with mild disabilities. The Journal of Educational Research, 91(6), 345-355.
Implicit learning in memory rehabilitation: a meta-analysis on errorless learning and vanishing cues methods.
This meta-analysis is a review on the treatment effects of memory rehabilitation techniques based on intact implicit learning capacity in amnesic patients, that is, errorless learning and the method of vanishing cues.
Kessels, R. P., & Haan, E. H. (2003). Implicit learning in memory rehabilitation: A meta-analysis on errorless learning and vanishing cues methods. Journal of clinical and experimental neuropsychology, 25(6), 805-814.
Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.
This study examines evidence for guided instruction in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
Effectiveness of mastery learning programs: A meta-analysis
This meta-analysis of findings from 108 studies shows mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools.
Kulik, C. L. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of educational research, 60(2), 265-299.
Findings on grouping are often distorted: Response to Allan
This study examines ability grouping research. It highlights the importance for educators to distinguish between the different types of ability grouping.
Kulik, J. A. (1991). Findings on Grouping Are Often Distorted: Response to Allan. Educational leadership, 48(6), 67.
Effects of Pre-Teaching and Re-Teaching on Math Achievement and Academic Self-Concept of Students with Low Achievement in Math
This study examines and compares the effectiveness of pre-teaching and re-teaching on math achievement and academic self-concept of third grade students identified as low achievers.
Lalley, J. P., & Miller, R. H. (2006). Effects of Pre-Teaching and Re-Teaching on Math Achievement and Academic Self-Concept of Students with Low Achievement in Math. Education, 126(4), 747-755.
Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention
This study evaluates an abbreviated performance feedback intervention as a training strategy to improve discrete trial instruction of children with autism.
Leblanc, M. P., Ricciardi, J. N., & Luiselli, J. K. (2005). Improving Discrete Trial Instruction by Paraprofessional Staff Through an Abbreviated Performance Feedback Intervention. Education and Treatment of Children, 28(1), 76-82.
Effective Behavior Support: A Systems Approach to Proactive School-wide Management
This study describes Effective Behavioral Support, a systems approach to enhancing the capacity of schools to adopt and sustain use of effective processes for all students.
Lewis, T. J., & Sugai, G. (1999). Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management. Focus on Exceptional Children, 31(6), 1-24.
The effects of pre-correction and active supervision on the recess behavior of elementary students.
This study examines the effectiveness of implementing a pre-correction and active supervision strategy on the rate of problem behavior during recess.
Lewis, T. J., Colvin, G., & Sugai, G. (2000). The Effects of Pre-Correction and Active Supervision on the Recess Behavior of Elementary Students. Education and Treatment of Children, 23(2), 109-21.
Metacognition: An overview
This is a study of metacognitive activity to determine how students can be taught to apply their cognitive resources through metacognitive control.
Livingston, J. A. (2003). Metacognition: An Overview.
A Theoretical Framework for Data-Driven Decision Making
The purpose of this paper is to provide a model for more effective data-driven decision making in classrooms, schools, and districts.
Mandinach, E. B., Honey, M., & Light, D. (2006, April). A theoretical framework for data-driven decision making. In annual meeting of the American Educational Research Association, San Francisco, CA.
Making sense of data-driven decision making in education.
This paper uses research to show how schools and districts are analyzing achievement test results and other types of data to make decisions to improve student success.
Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in education.
Measuring reading comprehension and mathematics instruction in urban middle schools: A pilot study of the Instructional Quality Assessment
The purpose of this research is to investigate the reliability and potential validity of the ratings of Instructional Quality Assessment..
Matsumura, L. C., Slater, S. C., Junker, B., Peterson, M., Boston, M., Steele, M., & Resnick, L. (2006). Measuring Reading Comprehension and Mathematics Instruction in Urban Middle Schools: A Pilot Study of the Instructional Quality Assessment. CSE Technical Report 681. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Peer instruction: A user's manual.
This is a guide for the effective implementation of classroom peer instruction.
Mazur, E., & Somers, M. D. (1999). Peer instruction: A user’s manual. American Journal of Physics, 67(4), 359-360.
School, Teacher, and Leadership Impacts on Student Achievement
This brief is a meta-analyses of quantitative research on teacher, school, and leadership practices.
Miller, K. (2003). School, teacher, and leadership impacts on student achievement. Policy Briefs. Mid-Continent Research for Education and Learning. Leadership for School Improvement, Aurora, Colorado.
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
Research Synthesis: Does evidence suggest that some teachers are significantly more effective than others at improving student achievement?
This report looks at the evidence behind the proposition that some teachers are more effective than other teachers.
Prince, C., Koppich, et al., (2007). Research Synthesis: Does evidence suggest that some teachers are significantly more effective than others at improving student achievement? Center for Education Compensation
Meta-Analysis of the Research on Response Cards: Effects on Test Achievement, Quiz Achievement, Participation, and Off-Task Behavior.
This paper reviews the extant literature to determine the effects of response cards.
Randolph, J. J. (2007). Meta-Analysis of the Research on Response Cards: Effects on Test Achievement, Quiz Achievement, Participation, and Off-Task Behavior. Journal of Positive Behavior Interventions, 9(2), 113-128.
Through the Student’s Eyes: and Practice Guide for Teachers
This paper expands upon the standard definition of personalized learning to assert a multidimensional role for the teacher and vivify the place of motivation, metacognition, and social and emotional competency in personalized learning. Although this more comprehensive approach to personalized learning may be facilitated by technology, its tenets may be applied without technology or, more likely, in a blended context. Following an explication of this broader view of personalized learning, a lesson plan format is provided as a structure for personalizing learning.
Redding, S. (2013). Through the Student’s Eyes: and Practice Guide for Teachers. The Center on Innovations in Learning. Retrieved June 2, 2015 from http://www.centeril.org/publications/2013_09_Through_the_Eyes.pdf
Personal Competencies in Personalized Learning
This paper provides a personal competency framework for educators.
Redding, S. (2014). Personal Competencies in Personalized Learning. The Center on Innovations in Learning. Retrieved June 2, 2015 from http://www.centeril.org/publications/Personalized_Learning.pdf
Personal Competency: A Framework for Building Students’ Capacity to Learn
This research synthesis examines complex issues that must be addressed in the building student personal competencies.
Redding, S. (2014). Personal Competency: A Framework for Building Students’ Capacity to Learn. The Center on Innovations in Learning. Retrieved June 2, 2015 from http://www.centeril.org/publications/Personal_Compentency_Framework.pdf
The Something Other: Personal Competencies for Learning and Life
This paper examines the importance of personal competencies in education. Redding outlines four essential competency categories; Cognitive, Meta-cognitive, Motivational, and Social/Emotional.
Redding, S. (2014). The Something Other: Personal Competencies for Learning and Life. The Center on Innovations in Learning. Retrieved June 2, 2015 from http://www.centeril.org/publications/The_Something_Other.pdf
Effects of accountability on students' achievement in mastery learning.
This study uses a teacher-directed, videodisc-based program for teaching fractions to fifth-grade students to examine accountability in mastery learning programs.
Ritchie, D., & Thorkildsen, R. (1994). Effects of accountability on students' achievement in mastery learning. The Journal of Educational Research, 88(2), 86-90.
Teaching students to generate questions: A review of the intervention studies.
This is a review of intervention studies in which students have been taught to generate questions as a means of improving their comprehension.
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of educational research, 66(2), 181-221.
What Large-Scale Survey Research Tells Us About Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools
This paper examines effect size impact of teachers in student achievement.
Rowan, B., Correnti, R., & Miller, R. (2002). What Large-Scale Survey Research Tells Us About Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools. The Teachers College Record, 104(8), 1525-1567.
The effects of teacher questioning levels on student achievement: A quantitative synthesis.
This meta-analysis examines the effects of teachers use of higher order questions on student achievement.
Samson, G. E., Strykowski, B., Weinstein, T., & Walberg, H. J. (1987). The effects of teacher questioning levels on student achievement: A quantitative synthesis. The Journal of Educational Research, 290-295.
An evaluation of interactive teaching methods in mechanics: using the FCI to monitor student learning.
This paper looks at the impact of using interactive teaching methods on student learning using the Force Concept Inventory (FCI) on teaching and learning of Newtonian mechanics in a Finnish High School.
Savinainen, A. (2001). An evaluation of interactive teaching methods in mechanics: using the FCI to monitor student learning. Report Series of Research in Mathematics and Science Education.
Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation
This study looks at four factors for effective generalization a newly acquired teaching skills across time and settings.
Scheeler, M. C. (2008). Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation. Journal of Behavioral Education, 17(2), 145-159.
Data-based Decision Making in Education.
This book scrutinizes research from seven countries to answer the following questions: Why is data use important in schools? How does policy influence data use? Which factors enable effective data use? What are the effects of data use?
Schildkamp, K., Lai, M. K., & Earl, L. (2013). Data-based Decision Making in Education.
A meta- analysis of national research: Effects of teaching strategies on student achievement in science in the United States
This is a meta-analysis of research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement.
Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y. H. (2007). A meta?analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436-1460.
Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis
This best evidence research review examines the effects of between and within class ability grouping on the achievement of elementary school students.
Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of educational research, 57(3), 293-336.
Achievement effects of ability grouping in secondary schools: A best-evidence synthesis.
This article reviews research on the effects of ability grouping on the achievement of secondary students.
Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of educational research, 60(3), 471-499.
Errorless learning: reinforcement contingencies and stimulus control transfer in delayed prompting.
The study investigates if delayed prompting can produce errorless discrimination learning using three schedules of reinforcement to look at the impact of reinforcement probability on transfer of stimulus control.
Touchette, P. E., & Howard, J. S. (1984). Errorless learning: Reinforcement contingencies and stimulus control transfer in delayed prompting. Journal of applied behavior analysis, 17(2), 175-188.
Personal Competencies / Personalized Learning Lesson Plan Reflection Guide
This “Lesson Plan Reflection Guide” provides a framework to support educators with their lesson plans to support personal competencies and personalized learning. It may serve both as a rubric for evaluating how well a lesson plan personalizes and addresses personal competency, as well as a guide for strengthening lessons to foster personalization and enhance personal competencies.
Twyman, J. and Redding, S. (2015). Personal Competencies / Personalized Learning Lesson Plan Reflection Guide. The Center on Innovations in Learning. Retrieved June 2, 2015 from http://www.ccsso.org/Documents/Personalized%20Learning%20Lesson%20Plan%20Reflection(0).pdf
Personal Competencies / Personalized Learning Reflection on Instruction: A Peer-to-Peer Learning and Observation Tool
Reflection on Instruction is a peer-to-peer observation tool designed to help teachers support and learn from one another in the course of personalized learning, including enhancing personal competencies for each and all students and using technology to support instruction. Using the tool enhances the ability to review and reflect on the lesson with accuracy and specificity, with a focus on student benefits across both instructional goals and personal competencies.
Twyman, J. and Redding, S. (2015). Personal Competencies / Personalized Learning Reflection on Instruction: A Peer-to-Peer Learning and Observation Tool. The Center on Innovations in Learning. Retrieved June 2, 2015 from http://www.ccsso.org/Documents/Peer%20to%20Peer(0).pdf
Effective Educational Practices.
This booklet focuses on aspects of effective education that appear to be commonly used in education.
Walberg, H. J., & Paik, S. J. (2000). Effective Educational Practices. Educational Practices Series--3.
Can Unlike Students Learn Together?: Grade Retention, Tracking, and Grouping.
This book examines the research on three controversial practices in education: homogenous grouping, tracking of students, and retention of students.
Walberg, H. J., Reynolds, A. J., & Wang, M. C. (Eds.). (2004). Can Unlike Students Learn Together?: Grade Retention, Tracking, and Grouping. IAP.
What Education Schools Aren’t Teaching about Reading and What Elementary Teachers Aren’t Learning
This study examines 72 randomly selected education schools teacher preparation-reading courses. Schools were scored on how well their courses presented the core components of the science of reading.
Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what Elementary teachers aren't learning. National Council on Teacher Quality.
What Helps Students Learn? Spotlight on Student Success
This study is a research synthesis comprised of 11,000 statistical findings that shows a consensus on the most significant influences on student learning.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). What Helps Students Learn? Spotlight on Student Success.
Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection.
This paper outlines effective practices such as accountability reporting and user-friendly data access in the use of student data.
Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed at Risk, 10(3), 295-308.
Classroom Design as an External Condition for Learning
This study examines research regarding classroom design, drawing a number of principles for the design and management of classroom space to increase student performance.
Weinstein, C. S. (1981). Classroom Design as an External Condition for Learning. Educational Technology, 21(8), 12-1
How Teaching Matters Bringing the Classroom Back Into Discussions of Teacher Quality
This report examines how improving teachers' classroom practices can improve teacher quality.
Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality.
Read To Kids, But Not Necessarily From Birth
This commentary is in response to a recent article in the New York Times suggesting parents should read to their children from birth. Willingham examines the research and offers practical suggestions to parents.
Willingham, D. (2014). Read To Kids, But Not Necessarily From Birth. Daniel Willingham Science and Education Blog.
Direct Instruction In Math Word Problems: Students With Learning Disabilities
This study examines the effectiveness of strategy teaching and sequencing practice problems in teaching students with learning disabilities to identify the correct algorithm for solving addition and subtraction word problems.
Wilson, C. L., & Sindelar, P. T. (1991). Direct instruction in math word problems: students with learning disabilities. Exceptional Children.
Conditioning independent work behavior in reading with seven-year-old children in a regular early child- hood classroom.
This study examines research on behavior modification techniques in a 2nd grade classroom. The behavior technique utilized was the "Rules, Ignore, Praise" which consists of the practices (a) establishing rule-specific behavior, (b) ignoring inappropriate rule behavior, and (c) immediately praising appropriate behavior.
Yawkey, T. D. (1971). Conditioning independent work behavior in reading with seven-year-old children in a regular early childhood classroom. Child Study Journal.
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