Education Drivers

Teacher Curriculum Content

A substantial body of evidence is available to guide teacher preparation programs in developing a pre-service curriculum based on universal skills needed for success across settings, age ranges, and subjects being taught. These skills include instructional delivery, classroom management, formative assessment, and personal competencies (soft skills). Research tells us that better learning happens when teachers offer explicit instruction in which they select the learning area to be taught, set criteria for success, inform students of criteria, demonstrate the lesson through modeling, evaluate student learning, provide remedial opportunities, and offer closure after each lesson. Subject matter expertise is frequently identified as essential training for teachers, with substantial resources being allocated for such training. However, there is little research in support of emphasizing subject matter training, except for specialized training in reading, science, and mathematics. Time is better spent training new teachers to be fluent in universal skills. In its research and rating of teacher preparation programs, National Council of Teacher Quality (NCTQ) has found that many programs do not organize their curriculum around universal skills that evidence finds are essential to effective teacher preparation.

Publications

TITLE
SYNOPSIS
CITATION
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.
Professional Learning That Makes An Impact
This paper discusses the critical elements of effective teacher coaching.
Knight, J. (2013). Professional Learning That Makes An Impact Retrieved from ../../uploads/docs/Accountability%20and%20Autonomy.pdf.

 

Data Mining

TITLE
SYNOPSIS
CITATION
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.
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.
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 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 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.

 

Presentations

TITLE
SYNOPSIS
CITATION
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.

Bridging the Research-Practice Gap: Teacher Preparation and Evidence-based Education
Teachers are primarily responsible for instruction in the classroom. Often their training does not prepare them to implement effective instructional practices and thus contributes to the research to practice gap.
Detrich, R. (2011). Bridging the Research-Practice Gap: Teacher Preparation and Evidence-based Education [Powerpoint Slides]. Retrieved from 2011-unt-presentation-ronnie-detrich.
Teacher Preparation and Education Reform: A Behavioral Systems Perspective
The is abundant knowledge about what constitutes effective teaching. This talk review how well universities are including that knowledge in their teacher preparation programs.
Detrich, R. (2010). Teacher Preparation and Education Reform: A Behavioral Systems Perspective [Powerpoint Slides]. Retrieved from 2010-aba-presentation-ronnie-detrich.
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 Coaching: The Missing Link in Teacher Professional Development
Research suggests that coaching is one of the most effective strategies in training teachers. This paper identifies the critical practice elements of coaching and their absence in teacher training.
Keyworth, R. (2013). Teacher Coaching: The Missing Link in Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-calaba-presentation-randy-keyworth.
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.
Professional Learning That Makes An Impact
This paper discusses the critical elements of effective teacher coaching.
Knight, J. (2013). Professional Learning That Makes An Impact [Powerpoint Slides]. Retrieved from 2013-wing-presentation-jim-knight.
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.
TITLE
SYNOPSIS
CITATION
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.

This study is a meta-analysis to identify the subject matter practice elements required to effectively teach reading to children

This study is a meta-analysis to identify the subject matter practice elements required to effectively teach reading to children

National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.

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.
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.
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.
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.

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