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.
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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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 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. It focuses on the use of coaching as the most reliable method for bridging the gap between staff development and actual implementation of skills used by teachers consistently and sustainably throughout the school year.

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.

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.

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.

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.

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.

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.

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.
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.
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.
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.
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.
Classroom instruction that works: Research-based strategies for increasing student achievement
This book is the most recent edition of the Marzano, PIckering and Pollock research into evidence-based practices designed for use in classrooms to improve student performance.
Dean, C. B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd.
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.
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.
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
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.
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.
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.
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.
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.
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.
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
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 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.
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.
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.
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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