Publications
Active Student Responding (ASR) is a strategy designed to engage all students regardless of class size. ASR avoids the common problem of having only high achievers answer questions while low achievers remain silent, thus escaping detection. ASR strategies include; guided notes, response slates, response cards, and choral responding.
States, J., Detrich, R. & Keyworth, R. (2019). Active Student Responding (ASR) Overview.Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-student-respond
This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.
VanDerHeyden, A. (2013). Are we making the differences that matter in education. In R. Detrich, R. Keyworth, & J. States (Eds.),Advances in evidence-‐based education: Vol 3(pp. 119–138). Oakland, CA: The Wing Institute. Retrieved from http://www.winginstitute.org/uploads/docs/Vol3Ch4.pdf
In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management. These strategies are devised for use at both school and classroom levels.
States, J., Detrich, R. & Keyworth, R. (2017). Overview of Classroom Management.Oakland, CA: The Wing Institute. https://www.winginstitute.org/effective-instruction-classroom.
Heward and Wood consider a range of instructional practices that were identified by participants of the eighth Wing Institute summit and make an argument that Active Student Responding (ASR) has the potential to significantly improve student learning. The authors consider ASR in the context of the positive benefits and the cost considerations including equipment/materials, training, logistical fit, and the fit with the teacher's belief about effective instruction.
Heward, W.L. & Wood, C.L. (2015). Improving Educational Outcomes in America: Can A Low-Tech, Generic Teaching Practice Make A Difference Retrieved from ../../uploads/docs/2013WingSummitWH.pdf.
This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes.
Cleaver, S., Detrich, R. & States, J. (2019). Overview of Performance Feedback. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-feedback.
In this chapter we describe systematic instructional practices that are necessary for individuals with disabilities to benefit from educational services.
Detrich, R., & Higbee, T. S. (2009). Teaching Functional Life Skills to Children with Developmental Disabilities. Practical Handbook of School Psychology: Effective Practices for the 21st Century, 371.
To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity. Typically, much greater attention has been given to identifying effective practices. This review focuses on features of high quality implementation.
Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.
This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.
VanDerHeyden, A. (2013). Are We Making the Differences That Matter in Education? In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 119-138). Oakland, CA: The Wing Institute.
Data Mining
This analysis looks at the importance of learning styles impact on student achievement.
States, J. (2010). Do we get better results when teachers match individual learning styles to instructional methods? Retrieved from do-we-get-better.
This reviews looks at the issue, do longer school days and longer school years improve student achievement?
States, J. (2011). Does a longer school year or longer school day improve student achievement scores? Retrieved from does-longer-school-year.
This reviews looks at the issue, do longer school days and longer school years improve student achievement?
States, J. (2011). Does a longer school year or longer school day improve student achievement scores? Retrieved from does-longer-school-year.
This analysis examines the research on learning styles.
States, J. (2011). Does learning style make a difference? Retrieved from does-learning-style-make935.
This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.
States, J. (2009). How does class size reduction measure up to other common educational interventions in a cost-benefit analysis? Retrieved from how-does-class-size.
This analysis examines an international comparison of the length of the school year and it's impact on student's math and reading achievement.
States, J. (2011). What is the relationship between hours of instruction and math and reading achievement? Retrieved from what-is-relationship-between919.
This analysis compares the effectiveness of differing approaches to teaching science.
States, J. (2013). Which approaches to teaching science have the greatest impact on student achievement? Retrieved from which-approaches-teaching-science944.
This review looks at research on how to effectively teach science.
States, J. (2014). Which approaches to teaching science have the greatest impact on student achievement? Retrieved from which-approaches-teaching-science914.
Presentations
This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.
VanDerHeyden, A. (2011). Using Performance Feedback to Improve Teacher Effectiveness [Powerpoint Slides]. Retrieved from 2011-wing-presentation-amanda-vanderheyden.