Publications
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SYNOPSIS
CITATION
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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
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.
Introduction: 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
Overview of Teacher Evaluation
This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.
Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-evaluation.
Performance Feedback Overview
This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes.
Cleaver, S., Detrich, R. & States, J. (2019). Overview of Performance Feedback. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-feedback.
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
Teacher Preparation: Overview
The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom.
Cleaver, S., Detrich, R. & States, J. (2020). Overview of Teacher Preparation. Oakland, CA: The Wing Institute.https://www.winginstitute.org/quality-teachers-pre-service.
Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective Retrieved from ../../uploads/docs/2013WingSummitSF.pdf.
Treatment Integrity: Fundamental to Education Reform
To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity. Typically, much greater attention has been given to identifying effective practices. This review focuses on features of high quality implementation.
Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.
Working Paper: Understanding Rural Teacher Recruitment and the Role of Community Amenities
This paper is the first attempt to test the community amenity hypotheses in a multivariate framework using administrative data on teacher employment patterns.
Miller, L. C. (2012). Understanding rural teacher recruitment and the role of community amenities. Journal of Research in Rural Education, 27(13), 1-52.
Data Mining
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Are Schools Adequately Attracting and Retaining Teaching Staff?
This inquiry analyzes data from National Center for Education Statistics to look at the impact of race experience and age on teacher recruiting and retention.
Keyworth, R. (2010). Are Schools Adequately Attracting and Retaining Teaching Staff? Retrieved from are-schools-adequately-attracting899.
Are teacher preparation programs teaching formative assessment?
This probe lookes at research on teacher preparation program's efforts to provide teachers with instruction in formative assessment.
States, J. (2010). Are teacher preparation programs teaching formative assessment? Retrieved from are-teacher-preparation-programs.
Can teacher performance pay improve student achievement?
This literature review examines the use of performance compensation as a tool for improving teacher and student performance.
States, J. (2015). Can teacher performance pay improve student achievement? Retrieved from can-teacher-performance-pay.
Does Feedback Improve Performance?
This review is a summary of the effect size of the effectiveness feedback to improve both student and teacher performance.
States, J. (2011). Does Feedback Improve Performance? Retrieved from does-feedback-improve-performance.
Does National Board for Professional Teaching Standards (NBPTS) Certification Make a Difference in Student Achievement?
The review compared the performance of NBPTS certified teachers and a control group of non-certified teachers and the role certification has on student achievement.
States, J. (2011). Does National Board for Professional Teaching Standards (NBPTS) Certification Make a Difference in Student Achievement? Retrieved from does-national-board-for.
Does professional development make a difference in student performance?
This analysis looks at a systematic review of teacher professional development on student achievement.
States, J. (2011). Does professional development make a difference in student performance? Retrieved from does-professional-development-make.
Does teacher induction impact teacher turnover for beginning teachers?
This analysis examines evidence on the influence of teacher induction programs on reducing teacher turnover.
Keyworth, R. (2010). Does teacher induction impact teacher turnover for beginning teachers? Retrieved from does-teacher-induction-impact884.
Does the use of coaching as a professional development strategy improve student performance?
This review examines research on the effectiveness of coaching as a teacher training tool that can improve student performance.
States, J. (2011). Does the use of coaching as a professional development strategy improve student performance? Retrieved from does-use-of-coaching.
How Do Principals Compare With Teachers in Improving Student Outcomes?
This analysis compares meta-analyses on the impact of school principals and teachers on student outcomes.
States, J. (2014). How Do Principals Compare With Teachers in Improving Student Outcomes? Retrieved from how-do-principals-compare.
How Do Teacher Turnover Rates Differ Among Schools With Different Percentages of Minority Students?
This piece analyzes data from National Center for Education Statistics to look at the impact of race on teacher attrition and mobility.
Keyworth, R. (2011). How Do Teacher Turnover Rates Differ Among Schools With Different Percentages of Minority Students? Retrieved from how-do-teacher-turnover898.
How Do Teacher Turnover Rates Differ Among Schools With Different Socio-Economic Conditions?
This inquiry analyzes data from National Center for Education Statistics to look at the impact of poverty on teacher attrition and mobility.
Keyworth, R. (2011). How Do Teacher Turnover Rates Differ Among Schools With Different Socio-Economic Conditions? Retrieved from how-do-teacher-turnover897.
How do teacher working conditions impact teacher turnover?
This item analyzes teacher reports of differing working condition issues and how they correlate to student achievement.
Keyworth, R. (2009). How do teacher working conditions impact teacher turnover? Retrieved from how-do-teacher-working.
How does coaching compare with traditional staff development in improving student achievement?
This analysis compares the effectiveness of coaching compared to traditional forms of professional development for teachers.
States, J. (2012). How does coaching compare with traditional staff development in improving student achievement? Retrieved from how-does-coaching-compare.
How Effective Are Principals in Assessing Teacher Skills?
This is an examination of a tool used for assessing principal's accuracy in determining teacher’s abilities to effectively deliver instruction in a classroom.
States, J. (2012). How Effective Are Principals in Assessing Teacher Skills? Retrieved from how-effective-are-principals.
How effective are teacher-training programs at teaching the skills of reading?
This review lookes at teacher pre-service efforts to provide comprehensive instruction in the 5 critical practice elements identified for effective reading instruction.
States, J. (2011). How effective are teacher-training programs at teaching the skills of reading? Retrieved from how-effective-are-teacher.
How Has Percent of Teacher Turnover Changed Over Time?
This piece analyzes data from National Center for Education Statistics to look at trends in teacher turnover for public and private schools.
Keyworth, R. (2011). How Has Percent of Teacher Turnover Changed Over Time? Retrieved from how-has-percent-of.
How Has Teacher Turnover Changed Over Time?
This analysis lookes at data from National Center for Education Statistics to look at trends in teacher turnover.
Keyworth, R. (2011). How Has Teacher Turnover Changed Over Time? Retrieved from how-has-teacher-turnover.
How important are principals and administrative support in the retention of teachers?
This review looks at the impact of principal and administrative support in retaining teachers.
States, J. (2012). How important are principals and administrative support in the retention of teachers? Retrieved from how-important-are-principals904.
How important are teachers in improving student performance?
This analysis examines the impact that teachers have on low-achieving student's performance.
States, J. (2011). How important are teachers in improving student performance? Retrieved from how-important-are-teachers.
How important in increasing student achievement is the training of teachers in the subject matter they will teach students?
This literature review tries to answer the question; does the quality and amount of subject matter pre-service training translate into better qualified teachers?
States, J. (2011). How important in increasing student achievement is the training of teachers in the subject matter they will teach students? Retrieved from how-important-in-increasing.
How important is it for teachers to receive subject matter training in order to obtain a teaching credential?
This inquiry lookes at two meta-analyses on the importance of subject matter training in teacher pre-service instruction.
States, J. (2010). How important is it for teachers to receive subject matter training in order to obtain a teaching credential? Retrieved from how-important-is-it.
How Much Formal Training Do Teachers Get?
The analysis reviews school teacher earned degree data obtained from the National Center for Education Statistics (NCES) Digest of Education Statistics (2008).
Keyworth, R. (2010). How Much Formal Training Do Teachers Get? Retrieved from how-much-formal-training.
Is Teacher Preparation Challenging Enough?
This analysis examines the rigor of teacher pre-service coursework in comparison to other common disciplines.
States, J. (2014). Is Teacher Preparation Challenging Enough? Retrieved from is-teacher-preparation-challenging.
What are the key factors that influence student achievement?
This is an analysis of a meta-analysis by Marzano, Waters, and McNulty undertaken to ascertain crticial factors that lead to higher student achievement.
States, J. (2012). What are the key factors that influence student achievement? Retrieved from what-are-key-factors.
What does current research tell us about the effect of four- and five-year teacher preparation programs on the quality of teachers and student achievement?
This analysis lookes at the quality of research comparing four versus five-year teacher credential programs to identify which approach produces the best teachers.
States, J. (2011). What does current research tell us about the effect of four- and five-year teacher preparation programs on the quality of teachers and student achievement? Retrieved from what-does-current-research.
What Field Experience Methods Produce the Best Results?
This is a review of three meta-analyses on the impact of differing types of teacher field (clinical) experience.
States, J. (2011). What Field Experience Methods Produce the Best Results? Retrieved from what-field-experience-methods.
What is the relationship between teacher working conditions and school performance?
This inquiry looks at the effect of time on the job and the quality of a teacher's skills.
Keyworth, R. (2010). What is the relationship between teacher working conditions and school performance? Retrieved from what-is-relationship-between882.
What is the relationship between teacher working conditions and school performance?
This item analyzes teacher reports of differing working condition issues and how they correlate to student achievement.
Keyworth, R. (2009). What is the relationship between teacher working conditions and school performance? Retrieved from what-is-relationship-between900.
What is the relationship between teacher working conditions and school performance?
This item analyzes teacher reports of working conditions how this correlates to student performance.
Keyworth, R. (2009). What is the relationship between teacher working conditions and school performance? Retrieved from what-is-relationship-between901.
What is the status of experimental research on teacher induction?
This analysis reviews the quality of research on the effectiveness of teacher induction programs.
Keyworth, R. (2010). What is the status of experimental research on teacher induction? Retrieved from what-is-status-of.
What percentage of new teachers receive induction services?
This probe examines the increasing use of teacher induction as a tool for offering new teachers training and support.
Keyworth, R. (2011). What percentage of new teachers receive induction services? Retrieved from what-percentage-of-new.
What Teacher Training Methods Result in Changes in Classroom Practices?
This analysis compares the effectiveness of staff development methods that include, didactic presentation, modeling, practice with feedback, and coaching.
States, J. (2011). What Teacher Training Methods Result in Changes in Classroom Practices? Retrieved from what-teacher-training-methods.
Which credential process produces better teachers: traditional or alternative?
This analysis examines research comparing the impact on student achievement for traditional routes to receiving a teaching credential to alternative credential paths.
States, J. (2011). Which credential process produces better teachers: traditional or alternative? Retrieved from which-credential-process-produces.
Presentations
TITLE
SYNOPSIS
CITATION
LINK
Effective Teaching Practices: Narrowing the Field
This paper distills the research on effective teaching practices to basic assumptions and core practices. It presents a impact-cost paradigm for rating and prioritizing such practices.
Heward, W. (2013). Effective Teaching Practices: Narrowing the Field [Powerpoint Slides]. Retrieved from 2013-wing-presentation-william-heward.
From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation
This paper discusses the results of the National Council on Teacher Quality’s first nation-wide study of 2,420 university teacher preparation programs across 1,130 institutions.
McKee, A. (2014). From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation [Powerpoint Slides]. Retrieved from 2014-wing-presentation-arthur-mckee.
Project AIM: Assess, Improve & Maintain Effective Teaching Practices
This paper shared a model for teacher assessment and professional development that address theneeds of large school districts in an effective and efficient manner.
Lewis, T. (2013). Project AIM: Assess, Improve & Maintain Effective Teaching Practices [Powerpoint Slides]. Retrieved from 2013-wing-presentation-teri-lewis.
ROKs: Remote Observation Kits
This paper presents a teacher coaching model using high quality audio and video technology to address the needs of teacher training in remote areas.
Hager, K. (2013). ROKs: Remote Observation Kits [Powerpoint Slides]. Retrieved from 2013-wing-presentation-karen-hager.
Teacher Professional Development
This paper reviewed the current research on best practices for teacher training, the current model for teacher training, and the gaps between research and practice.
Keyworth, R. (2013). Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-wing-presentation-redux-randy-keyworth.
Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective [Powerpoint Slides]. Retrieved from 2013-wing-presentation-suzanne-fitch.
What We Know About Teacher Preparation Programs
This paper examines effective teaching, how to impart these skills, and how to best transition teachers into the classroom. Preparation practices are analyzed to determine how well we are succeeding in preparing teachers.
States, J. (2010). What We Know About Teacher Preparation Programs [Powerpoint Slides]. Retrieved from 2010-aba-presentation-jack-states.
