Education Drivers

Student Teaching

Student teaching, field experience, and practicum experience are powerful methods for training new teachers. These methods all feature working with students in classrooms or in laboratory environments that bridge the gap between university instruction and the experience of teaching. Integrating theory, knowledge, and skills, student teaching generally occurs under the direction of a supervisor at the end of the preparation process. Evidence supports coaching (individualized training that relies on instruction, feedback, and refinement of skills), laboratory experience (novices teaching students in a controlled context), and microteaching (teaching small groups of students followed by video feedback, analysis, and debriefing) as practices that powerfully impact the quality of instruction and, in turn, student achievement. Best evidence indicates that teachers should receive a minimum of 10 weeks’ full-time supervised student teaching. Preparation programs should select a cooperating teacher from the placement school site with at least 3 years’ experience; that teacher should be instructionally effective with students and trained in observation and feedback. Supervising faculty from the university need to be skilled in teaching and coaching and should make frequent visits to ensure the cooperating site is meeting the trainee’s needs.

Publications

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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

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.

Science and the Education of Teachers
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.

 

Data Mining

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CITATION
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.

 

Presentations

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Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers

This paper reviews current teacher preparation in the context of its failure to include well-established evidence-based practices and identifies strategies for improvement.

Reschly, D. (2010). Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers [Powerpoint Slides]. Retrieved from 2010-wing-presentation-dan-reschly.

Science and the Education of Teachers
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. (2010). Science and the Education of Teachers [Powerpoint Slides]. Retrieved from 2010-Wing-Presentation-James-Kauffman.
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.
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.
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.
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Student Teaching’s Contribution to Preservice Teacher Development

This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers’ development. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.

Anderson, L. M., & Stillman, J. A. (2013). Student Teaching’s Contribution to Preservice Teacher Development A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts. Review of Educational Research, 83(1), 3-69.

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.

Do high grading standards affect student performance?
This paper explores the effects of high grading standards on student test performance in elementary school.
Figlio, D. N., & Lucas, M. E. (2004). Do high grading standards affect student performance?. Journal of Public Economics, 88(9), 1815-1834.
Student Teaching in the United States
This study is a comprehensive review of the student teaching experience. The review looks at 134 higher education institutions offering an undergraduate student teaching program to elementary teacher candidates.
Greenberg, J., Pomerance, L., & Walsh, K. (2011). Student Teaching in the United States. National Council on Teacher Quality.
Student-teacher contracting with goal setting for maintenance
This study evaluates the use of student goal setting as a strategy for maintaining the effects of student-teacher contracting on academic productivity.
Kelley, M. L., & Stokes, T. F. (1984). Student-teacher contracting with goal setting for maintenance. Behavior modification, 8(2), 223-244.
Laboratory Experiences in Teacher Education: A Meta-Analytic Review of Research.
The study is a meta-analysis of the relative and comparative effects of several common forms of on-campus clinical experience in teacher education.
Metcalf, K. K. (1995). Laboratory Experiences in Teacher Education: A Meta-Analytic Review of Research.
Education at a Glance 2011: OECD Indicators
The Organization for Economic Co-operation and Development (OECD) 2011 annual report, Education at a Glance, highlights the importance of education and a person’s ability to find a job and earn a good living.
OECD (2011), Education at a Glance 2011: OECD Indicators, OECD Publishing.http://dx.doi.org/10.1787/eag-2011-en
Professional experience as a wicked problem in initial teacher education
This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions.
Southgate, E., Reynolds, R., & Howley, P. (2013). Professional experience as a wicked problem in initial teacher education. Teaching and Teacher Education, 31, 13-22.
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Resources Toolkit for New Teachers

This section of the Edutopia website provides new teachers with resources for becoming an effective classroom teacher.

The Annenberg Institute for School Reform
The Institute is a policy-research and reform organization that promotes quality education for all children. The Institute's primary lines of inquiry include school transformation, college and career readiness, and extended learning time.
The Association for Behavior Analysis International (ABAI)
The organization promotes the development, and support of the science of behavior analysis through research, education, and practice.
The Cambridge Center for Behavioral Studies
The mission of the organization is to advance the scientific study of behavior and its humane application to the solution of practical problems in the home, school, community, and the workplace
The Campbell Collaboration (C2)
The organization promotes well-informed decision making by preparing, maintaining and disseminating systematic reviews in education, crime and justice, social welfare and international development..
The Cochrane Collaboration
Cochrane is an independent network of health practitioners, researchers, patient advocates and others, responding to the challenge of making the vast amounts of evidence generated through research useful for informing decisions about health.
The Council for Exceptional Children (CEC)
The organization is dedicated to improving the educational success of individuals with disabilities by advocating for governmental policies, sets professional standards, provides professional development, and helps professionals obtain resources.
U.S. Department of Education
This web site promotes student achievement by establishing policies on federal financial aid for education, collecting data on America's schools, disseminating research, and focusing attention on key educational issues.
Web Center for social Science Research Methods
The website offers resources for applied social research and evaluation.
What Works Clearinghouse (WWC)

The goal of the WWC is a resource for informed education decision-making. The WWC identifies evidence-based practice, program, or policy, and disseminates summary information on the WWC website.

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