Education Drivers

Staff

Publications

TITLE
SYNOPSIS
CITATION
Performance Feedback in Education: On Who and For What
This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).
Daniels, A. (2013). Feedback in Education: On Whom and for What. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 77-95). Oakland, CA: The Wing Institute.
Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls [Publication]
This paper discusses evidence-based ways of working with staff to promote program intervention integrity and accurate data collection.
Reid, D. (2010). Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls.Journal of Evidence-Based Practices for Schools, 11(2), 169–186.

 

Data Mining

TITLE
SYNOPSIS
CITATION
How does performance feedback affect the way teachers carry out interventions?
This analysis examined the impact of performance feedback on the quality of implementation of interventions.
Detrich, R. (2015). How does performance feedback affect the way teachers carry out interventions? Retrieved from how-does-performance-feedback.
How often are treatment integrity measures reported in published research?
This analysis examined the frequency that treatment integrity is reported in studies of research-based interventions.
Detrich, R. (2015). How often are treatment integrity measures reported in published research? Retrieved from how-often-are-treatment.
How well are Interventions Implemented in Educational Settings?
This analysis examined two studies to understand the reliability of self-reporting of practitioners implementing interventions.
Detrich, R. (2015). How well are Interventions Implemented in Educational Settings? Retrieved from how-well-are-interventions.
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.
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.
What evidence do principals rely on in assessing the quality of a teacher’s instruction?
This analysis examines principal sources of information on teacher instructional competency and the amount of time spent assessing teacher's instructional skills.
States, J. (2015). What evidence do principals rely on in assessing the quality of a teacher’s instruction? Retrieved from what-evidence-do-principals.

 

Presentations

TITLE
SYNOPSIS
CITATION
Performance Feedback: Use It or Lose It

This paper examines the importance of performance feedback systems at all levels of school, staff and student outcomes to achieve desired results over time.

Keyworth, R. (2011). Performance Feedback: Use It or Lose It [Powerpoint Slides]. Retrieved from 2011-aba-presentation-randy-keyworth.

In God We Trust; All Others Must Bring Data

This paper discusses the importance of systematizing data-based decision making at all levels of school operation.

States, J. (2009). In God We Trust; All Others Must Bring Data [Powerpoint Slides]. Retrieved from 2009-wing-presentation-jack-states.

Performance Feedback in Education: On Who and For What
This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).
Daniels, A. (2011). Performance Feedback in Education: On Who and For What [Powerpoint Slides]. Retrieved from 2011-wing-presentation-aubrey-daniels.
Performance Feedback from a Global Perspective
This paper reviewed recent feedback on U.S. school performance from the Programme for International Student Assessment (PISA).
Keyworth, R. (2011). Performance Feedback from a Global Perspective [Powerpoint Slides]. Retrieved from 2011-wing-presentation-randy-keyworth.
Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls
This paper discusses evidence-based ways of working with staff to promote program intervention integrity and accurate data collection.
Reid, D. (2009). Working with Staff to Promote Data-Based Decision Making: Recommended Strategies and Common Pitfalls [Powerpoint Slides]. Retrieved from 2009-wing-presentation-dennis-reid.
A Systems Approach to Feedback: What You Need to Know and Who Needs
This paper looks at feedback as a powerful systems approach to improving the performance of both student and school faculty.
States, J. (2011). A Systems Approach to Feedback: What You Need to Know and Who Needs [Powerpoint Slides]. Retrieved from 2011-calaba-presentation-jack-states.
Feedback as Education Reform: What We Know
This paper examines the power of feedback as a strategy for improving student performance. Types of feeback are explored building from student and teacher performance that can be aggregated to create a systems wide feedback tool.
States, J. (2011). Feedback as Education Reform: What We Know [Powerpoint Slides]. Retrieved from 2011-aba-presentation-jack-states.
Systems-Level Data-Based Decision Making for Evidence-Based Practice
This paper examines systems-level data-based decision making in the context of implementation of Response to Intervention (RtI) practices.
Tilly, D, III. (2009). Systems-Level Data-Based Decision Making for Evidence-Based Practice [Powerpoint Slides]. Retrieved from 2008-wing-presentation-david-tilly.
TITLE
SYNOPSIS
CITATION
The impact of evidence-based practice implementation and fidelity monitoring on staff turnover: evidence for a protective effect.

This study evaluated the impact of monitoring trreatment integrity when implementeing an evidence-based intervention on staff turnover.  There was less staff turnover when integrity was monitored.

Aarons, G. A., Sommerfeld, D. H., Hecht, D. B., Silovsky, J. F., & Chaffin, M. J. (2009). The impact of evidence-based practice implementation and fidelity monitoring on staff turnover: evidence for a protective effect. Journal of consulting and clinical psychology, 77(2), 270. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/pmc2742697

An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in...

This review considers the essential feature of performance feedback.

Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in. Journal of Organization Behavior Management, 21(1), 3-29. 

 

An Experimental Examination of the Impact of Choice of Treatment Components on Treatment Integrity.

When teachers were given a choice of intervention components they had higher levels of treatment integrity compared to when they had no choice.

Andersen, M., & Daly, E. J. (2013). An Experimental Examination of the Impact of Choice of Treatment Components on Treatment Integrity. Journal of Educational & Psychological Consultation, 23(4), 231-263.

A Descriptive Evaluation of Long-Term Treatment Integrity

If effective interventions are not implemented with integrity they like will not have desired effects. This paper examines how much integrity is necessary to obtain benefit from interventions.

Arkoosh, M. K., Derby, K. M., Wacker, D. P., Berg, W., McLaughlin, T. F., & Barretto, A. (2007). A Descriptive Evaluation of Long-Term Treatment Integrity. Behavior Modification, 31(6), 880-895.

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

This study evaluated the effects of performance feedback to increase the implementation of skills taught during in-service training.

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.

Methods Used to Document Procedural Fidelity in School-Based Intervention Research.

The paper reviews methods for assessing treatment integrity in publiished research reports.

Barnett, D., Hawkins, R., McCoy, D., Wahl, E., Shier, A., Denune, H., & Kimener, L. (2014). Methods Used to Document Procedural Fidelity in School-Based Intervention Research. Journal of Behavioral Education, 23(1), 89-107.

The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners.

This study evaulates the effects of performance feedback as part of proffessional development across three studies.

Barton, E. E., Pribble, L., & Chen, C.-I. (2013). The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners. Journal of Early Intervention, 35(3), 270-297.

Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision

Rewards and praise are often recommended by education consultants.  In this paper the author reviews the sources of resistance to these recommendations and some approaches for overcoming the objections.

Bear, G. G. (2013). Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision. Journal of Educational & Psychological Consultation, 23(4), 318-340.

From practice to evidence in child welfare: Model specification and fidelity measurement of Team Decisionmaking.

This paper describes an effective and efficient fidelity measurement method.

Bearman, S. K., Garland, A. F., & Schoenwald, S. K. (2014). From practice to evidence in child welfare: Model specification and fidelity measurement of Team Decisionmaking. Children & Youth Services Review, 39.

Putting the pieces together: An Integrated Model of program implementation

One of the primary goals of implementation science is to insure that programs are implemented with integrity.  This paper presents an integrated model of implementation that emphasizes treatment integrity.

Berkel, C., Mauricio, A. M., Schoenfelder, E., Sandler, I. N., & Collier-Meek, M. (2011). Putting the pieces together: An Integrated Model of program implementation. Prevention Science, 12, 23-33.

Treatment Integrity in School-Wide Programs: A Review of the Literature (1993-2012).

School-wide prevention programs are only effectve when implemented with integrity.  This paper reviews the rate of reported treatment integriy in research evaluating school-wide progrms.

Bruhn, A., Hirsch, S., Lloyd, J., Bruhn, A. L., Hirsch, S. E., & Lloyd, J. W. (2015). Treatment Integrity in School-Wide Programs: A Review of the Literature (1993-2012). Journal of Primary Prevention, 36(5).

Using performance feedback to enhance implementation fidelity of the problem-solving team process

This study investigated the effects of performance feedback as a means for increasing the integrity of problem-solving teams following a decision protocol.

Burns, M. K., Peters, R., & Noell, G. H. (2008). Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology, 46(5), 537-550. 

Graphical Feedback to Increase Teachers' Use of Incidental Teaching.

Incidental teaching is often a component of early childhood intervention programs.  This study evaluated the use of grahical feedback to increase the use of incidental teaching.

Casey, A. M., & McWilliam, R. A. (2008). Graphical Feedback to Increase Teachers’ Use of Incidental Teaching. Journal of Early Intervention, 30(3), 251-268. 

The Characteristics and Effectiveness of Feedback Interventions Applied in Early Childhood Settings.

This study evaluated the characteristics of effective feedback in early childhood settings.

Casey, A. M., & McWilliam, R. A. (2011). The Characteristics and Effectiveness of Feedback Interventions Applied in Early Childhood Settings. Topics in Early Childhood Special Education, 31(2), 68-77.

The impact of checklist-based training on teachers' use of the zone defense schedule.

One of the challenges for increasing treatment integrity is finding effective methods for doing so.  This study evaluated the use of checklist-based training to increase treatment integrity.

Casey, A. M., & McWilliam, R. A. (2011). The impact of checklist-based training on teachers’ use of the zone defense schedule. Journal of Applied Behavior Analysis, 44(2), 397-401. 

A Framework for Measuring Fidelity of Implementation: A Foundation for Shared Language and Accumulation of Knowledge.

This paper describes a set of measures for measuring the fidelity of implementation.

Century, J., Rudnick, M., & Freeman, C. (2010). A Framework for Measuring Fidelity of Implementation: A Foundation for Shared Language and Accumulation of Knowledge. American Journal of Evaluation, 31(2), 199-218.

Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans.

This study investigated the effects of performance feedback to increase treatment integrity.

Codding, R. S., Feinberg, A. B., & Dunn, E. K. (2005). Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans. Journal of Applied Behavior Analysis, 38(2), 205-219. 

 

The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities.

This study evaluated the effects of video modeling on staff implementation of a problem solving intervention.

Collins, S., Higbee, T. S., & Salzberg, C. L. (2009). The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities. Journal of applied behavior analysis, 42(4), 849-854.

Program integrity in primary and early secondary prevention: are implementation effects out of control

Dane and Schneider propose treatment integrity as a multi-dimensional construct and describe five dimensions that constitute the construct.

Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: are implementation effects out of control. Clinical psychology review, 18(1), 23-45.

Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework.

This paper provides a conceptual framework for maximizing the implementation of evidece-based interventions.

Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., . . . Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1(3), 6-28.

TITLE
SYNOPSIS
AdvancED
AdvanceED is national nonprofit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems.
Center for American Progress
The Center for American Progress is an independent nonpartisan policy institute provides research, analyses and advocacy on a wide range of education issues.
Center for Education Policy Analysis (CEPA)
CEPA is a research center focusing education policy issues including Poverty and Inequality; Federal and State Education Policy; Technological Innovations in Education; and Teaching and Leadership Effectiveness.
Center for Public Education (CPE)
The Center for Public Education provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools.
Common Core of Data (CCD)
CCD is a program of the U.S. Department of Education's National Center for Education Statistics that annually collects fiscal and non-fiscal data about all public schools, public school districts and state education agencies in the United States
Condition of Education
The Condition of Education is an annual report on key indicators of the U.S. education system. It is published by the Institute of Education Sciences, National Center for Education Statistics, U.S. Department of Education.
Data Quality Campaign
This nonprofit organization promotes the systematic and outcome driven use of data at all levels of education
Data.gov/education
This federal education site provides access to a large number of data sets covering all levels of education.
Digest of Education Statistics
The Digest of Education Statistics is produced by the National Center for Educational Statistics. It provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school.
ED Data Inventory
The ED Data Inventory describes all data reported to the Department of Education, to allow publication of valuable statistics about the state of education in this country.
EdTech Strategies
EdTech Strategies (Doug Levin) provides strategic research and counsel on issues at the intersection of education, public policy, technology, and innovation.
Education Commission of the States
The Education Commission of the States tracks state policy trends, translates academic research, provides advice and creates opportunities for state leaders to learn from one another.
Education Trust
The Education Trust is a national non-profit advocacy organization that promotes high academic achievement for all students at all levels, particularly for students of color and low-income students.
Institute of Education Sciences
IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Its mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public.
National Center on Student Progress Monitoring
The Center's mission is to provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas (Gr. K-5).
Positive Behavioral Interventions and Supports (PBIS)

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

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