Effective Instruction Overview

Research recognizes the power of assessment to amplify learning and skill acquisition. This overview describes and compares two types of Assessments educators rely on: Formative Assessment and Summative Assessment. 

This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students. 

This study was guided by a reduced version of the Self-System Process Model developed by Connell. This paper report the optimal and risk thresholds for the Student Performance and Commitment Index (SPCI) and engagement, and then data on how much engagement matters for later success in school are presented. 

This book share issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Documented in one small locale far-removed from mainstream America, the personal narratives by Yupík Eskimo teachers. 

The main purpose of the present study was to explore the impact of communicative factors on job satisfaction and employee’s desired need for new ways of communicating.

This is a meta-analysis that examines teacher-student relations impact on student performance.

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.

Knowledge of Diverse Learners (KDL) is increasingly recognized as an essential component of knowledge base for effective teaching as in today's schools, teachers must be prepared to teach a diverse population of student (Banks et al. 2005). In other words, teachers need to be aware that their students in a classroom are and always have been different from one another in a variety of ways. KDL refers to an understanding of diversity of students in terms of their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activities might be managed.

This report is the first of a new initiative by Student Achievement Partners to review different reading instructional programs that have been adopted and are widely used in schools.

We analyze the relationship between inequality and economic growth from two directions. The first part of the survey examines the effect of inequality on growth. The second part analyzes several mechanisms whereby growth may increase wage inequality, both across and within education cohorts.

The main purpose of this research is to explore whether the proper strategies to deal with cultural diversity in school is being implemented, and to assess how cultural diversity is addressed in our school.

The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique.

Two experiments are reported which test the effect of increased three-term contingency trials on students' correct and incorrect math responses. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.

The purpose of this study is to investigate the influence of distributed leadership (DL) on school effectiveness (SE) in junior secondary schools in Katsina State, Nigeria. The study also investigates if teachers’ commitment (TC) mediates the relationship between DL and SE.

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary.

This case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

The purpose of this review of effective practices is to compare what information teachers are being given either in their preservice coursework or in-service training via textbooks and practitioner-oriented articles with actual empirical research that used classroom rules as an independent variable.

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.

This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates.

This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

Using a structural perspective from organizational theory, the authors review aspects of schooling associated with dropout. They then briefly review selected reform initiatives that restructure the school environment to improve student achievement and retention.

This meta-analysis synthesized research on the effects of interventions to improve mathematics achievement of students considered at risk for academic failure. It found that effective interventions included providing teachers and students with student performance data; using peer tutors; providing clear, specific feedback to parents on children's mathematics success; and using explicit instruction to teach math.

This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.

This study examined whether associations between teacher policies and student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. These findings are discussed in light of their educational policy implications.

This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.

This study looks at the use of performance feedback and checklists to improve middle-school teams problem solving.

Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap. The authors hypothesized that school’s function of selection leads evaluators to reproduce social inequalities in tracking decisions, even when performance is equal. 

The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT).

This research compare for-profit college networks with the public sector. The author emphasize economic criteria for evaluating colleges and the need to consider many such criteria to make a valid comparison. In conclusion, public colleges are much cheaper than for-profit colleges. From a student perspective, this difference would have to be offset by a much superior performance of for-profit colleges to be advantageous. However, the evidence tends to point in the opposite direction. While ITT’s post-enrollment student earnings are comparable to those of many public colleges, on the whole the outcomes of public colleges appear to be better than those of the two closed for-profit networks of colleges.

A new report from the Center for American Progress suggests American students would be better served by allowing teachers more time to collaborate with colleagues, planning lessons, and reviewing the effects of instruction.

Six issues presented in this presentation are (1) The definitional issue (2) The effectiveness issue (3) The domain issue (4) The measurement issue (5) The professional development issue (6) The system issue

What drives people to discriminate? Economists focus on two main reasons: "taste-based" and "statistical" discrimination. Motivated by a growing body of psychological evidence, the authors put forward a third interpretation: implicit discrimination. The authors argue that discrimination may be unintentional and outside of the discriminator's awareness.

This well-written book on assertiveness clearly describes the non assertive, assertive, and aggressive styles of supervision. Each chapter provides numerous examples, practice exercises, and self-tests. The author identifies feelings and beliefs that support aggressiveness, non aggressiveness, or non assertiveness which help the reader "look beyond the words themselves."

This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.

Gaps in educational opportunities persist, and more work is needed to make sure that every child has a fair shot at success. Earlier CEA analysis highlights that gaps in learning outcomes have already emerged at the time of school entry, and they persist or even widen as children progress through school. 

This policy brief lays out five components of a vision for the future and identifies opportunities to support teacher education reform. Examples of promising developments are also addressed that involve full-scale program redesign featuring collaboration across general and special education.

This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.

This study was conducted to create a reliable and valid low- to medium-inference, multidimensional measure of instructor clarity from seminal work across several academic fields. The five factors were explored in regards to their ability to predict the outcomes. Implications for instructional communication researchers are discussed.

The author shares nine teachable competencies that can serve as a principal's guide for empathy education. This paper will help answer which practices enhance empathy and how will principals know if teachers are implementing them effectively. 

This study is a meta-analysis of the research on the impact of comprehensive school reform (CSR) on student achievement. The research summarizes the specific effects of 29 widely implemented models.

The purpose of this study was to examine the effectiveness of enhanced anchor-instruction and traditional problem instruction in improving problem-solving performance. 

The best formative assessment involves both students and teachers in a recursive process. It starts with the teacher, who models the process for the students. At first, the concept of what good work "looks like" belongs to the teacher. The teacher describes, explains, or demonstrates the concepts or skills to be taught, or assigns student investigations—reading assigned material, locating and reading materials to answer a question, doing activities or experiments—to put content into students' hands.

This paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. 

In this article, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching (PT) program, within a Tier 2 Response to Intervention framework, targeting fluency in foundational reading skills with at risk kindergarten readers. From the outcomes of the multilevel model, PT can be considered as a promising Tier 2 intervention to increase reading fluency with individuals who are at risk of reading failure.

This paper predicted that out-group empathy would inhibit inter-group harm and promote inter-group helping, whereas in-group empathy would have the opposite effect. In all samples, in-group and out-group empathy had independent, significant, and opposite effects on inter-group outcomes, controlling for trait empathic concern. 

Methods for Effective Teaching helps teachers with every aspect of their day-to-day responsibilities. Readers learn about everything from planning and choosing the right instructional strategies, to delivering lessons, managing the classroom, disciplining students, assessing progress, and collaborating with colleagues and parents to actively engage students in learning. Numerous features, tables, and lists of recommendations help readers apply concepts and think critically about the decisions they'll have to make in their teaching careers.

This study examines the importance of implementation integrity for problem-solving teams (PST) and response-to-intervention models.

The study investigated the impact of organizational and personality factors on three facets of burnout—Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework. 

Effective teacher professional development is defined as structured professional learning
activities which result in changes in teacher practice and improvements in student learning
outcomes. Superintendents face common challenges unique to the rural environment which
hinder the delivery of effective teacher professional development in rural school districts.

This paper describes a survey of teachers trained in Teacher Expectations and Student Achievement (TESA). The study examined whether teachers: agreed that TESA interactions were useful with today's children; continued to practice the TESA coding and observation process after being trained; and would recommend TESA to colleagues. 

The first section of this essay provides examples from reading and mathematics curricula that show experts dispensing unproven methods and flitting from one fad to another. The middle section describes how experts, for ideological reasons, have shunned some solutions that do display robust evidence of efficacy. The following sections show how public impatience has forced other professions to "grow up" and accept accountability and scientific evidence. The paper concludes with a plea to develop education into a mature profession.

In this article, the author argues convincingly for a view of American's cultural diversity as a self-evident reality - one that must be effectively addressed by inservice and preservice teacher education programmes.

This article discusses culturally responsive classrooms for Culturally and linguistically diverse (CLD) students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda

Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative, practical, and grounded in research.

A multilevel model of leadership, empowerment, and performance was tested using a sample of 62 teams, 445 individual members, 62 team leaders, and 31 external managers from 31 stores of a Fortune 500 company. Leader-member exchange and leadership climate-related differently to individual and team empowerment and interacted to influence individual empowerment. 

Few issues engender stronger opinions in the American population than education, and the number and complexity of issues continue to grow.  The annual Education Next Survey of Public Opinion examines the opinions of parents and teachers across a wide range of topic areas such as: student performance, common core curriculum, charter schools, school choice, teacher salaries, school spending, school reform, etc.  The 12^thAnnual Survey was completed in May, 2018.

This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. 

This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. 

Recent efforts to attract and retain effective educators and to improve teacher practices have focused on reforming evaluation and compensation systems for teachers and principals. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants.

At this manual level of analysis, practitioners may choose from a variety of specific treatment programs that have demonstrated their efficacy in research trials.

To answer questions about who goes to college, who persists toward a degree or credential, and what happens to students after they enroll, the National Center for Education Statistics launched three national longitudinal studies to track students movements into and through the postsecondary education system. These three surveys, the National Education Longitudinal Study, the Beginning Postsecondary Student Longitudinal Study, and the Baccalaureate and Beyond Study, provide findings about college access, student characteristics, and academic persistence. 

This is the first comprehensive national report to scrutinize the impact of strict Zero Tolerance approach in the America public school. This report illustrate that Zero Tolerance is unfair, is contrary to developmental needs of children, denies children educational opportunities, and often results in the criminalization of children. 

The purpose of this article is to provide an overview for those interested in the current state‐of‐the‐art in time management research. The review demonstrates that time management behaviours relate positively to perceived control of time, job satisfaction, and health, and negatively to stress.

This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors.

The history and the intra-and inter-literature consensus of these two lines of inquiry will be examined in this review. The purpose is to determine whether the findings and generalizations of those bodies of research can be used conjointly in order to understand how schools strive to change to attain more effective instructional outcomes. 

Solid evidence supports claims that motivational programs can increase the quality and quantity of performance from 20 to 40 percent. Motivation can solve three types of performance problems: 1) people are refusing to change; and/or 2) allowing themselves to be distracted and not persist at a key task; and/or 3) treating a novel task as familiar, making mistakes but not investing mental effort and taking responsibility because of overconfidence. After describing a number of general strategies for fostering individual motivation, the article focuses on the unique motivational issues faced by teams and how to overcome them.

This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.

The aims of this study were to investigate whether and how teachers’ perceptions of social-emotional learning and climate in their schools influenced three outcome variables—teachers’ sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables

This study investigated inner-city middle school teachers' perceptions of the importance of time in learning and sharing information. The survey identified ways that teachers shared what they had learned and discussed factors that helped or hindered them in sharing. Teacher interviews examined: knowledge, skills, and insights gained by participating in the EELC.

This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. 

The past two decades has seen an explosion of research to guide special educators improve the lives for individuals with disabilities. At the same time society is wrestling with the challenges posed by a post-truth age in which the public is having difficulty discerning what to believe and what to consider as untrustworthy. In this environment it becomes ever more important that researchers find ways to increase special educator’s confidence in the available knowledge base of practices that will reliably produce positive outcomes. This paper offers methods to increase confidence through transparency, openness, and reproducibility of the research made available to special educators. To accomplish this the authors propose that researchers in special education adopt emerging open science reforms such as preprints, data and materials sharing, preregistration of studies and analysis plans, and Registered Reports.

In this 26th volume of Advances in Learning and Behavioral Disabilities we address one of the most important educational reforms of recent years evidence-based practices (EBPs).

Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

Reading comprehension is a critical skill for school success. Struggling readers can benefit from computer-assisted instruction that utilizes components of effective instruction (e.g., frequent practice, immediate feedback). The purpose of this study was to examine the effects of Headsprout Comprehension, a computer-assisted reading program, on the reading comprehension of six elementary students with high-incidence disabilities (i.e., learning disabilities, emotional disturbance, and other health impairment–attention deficit hyperactivity disorder (OHI-ADHD).

This article describes what communication strategies are and provides an overview of the teachability issue, discussing the arguments for and against strategy instruction, and suggests three possible reasons for the existing controversy. 

This book by organizational psychologist Aubrey C. Daniels is a guide for anyone who is required to supervise people and is particularly relevant to school principals. It is based on applying positive consequences to improve performance and offers strategies to reduce undesirable behavior so your school and employees can be successful.

The Performance Assessment for California Teachers (PACT) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. The PACT seeks both to measure and develop teacher effectiveness, and this study of its predictive and consequential validity provides information on how well it achieves these goals.

Few studies have examined factors relating to ineffective school leadership. Such knowledge can help principals refine leadership behaviors and enhance job security. This study used experiences and perceptions from 99 California public school superintendents to examine the reasons why some principals lose their jobs. 

Conducted 2 laboratory and 1 field experiment with 24, 24, and 8 undergraduates to investigate the effects of external rewards on intrinsic motivation to perform an activity. In each experiment, Ss performed an activity during 3 different periods, and observations relevant to their motivation were made. External rewards were given to the experimental Ss during the 2nd period only, while the control Ss received no rewards. 

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.

The purpose of this article is to discuss classwide peer tutoring as an effective instructional procedure. The article is organized into three major sections:(a) general principles of instruction,(b) description of classwide peer tutoring procedures, and (c) review of effectiveness data concerning classroom process (ie, ecological and behavioral factors) and student achievement outcomes.

Analysis of the problems, theory, and design of sampling techniques for social scientists, industrial managers, and others who find statistics increasingly important in their work. Only college algebra assumed. Illustrated with dozens of actual large-scale surveys in government and industry. "The 'bible' of sampling statisticians."

Research shows that the most powerful, in-school influence on learning is the quality of instruction that teachers bring to their students. In the next decade, more than 1.5 million new teachers will be hired for our schools; unfortunately, teacher preparation programs may not be up to the task of delivering the teacher workforce we need, and critics have identified lax selection of teacher candidates, coursework disconnected from classroom practice, and weak clinical opportunities as indications that we are inadequately preparing teachers. 

Over the last fifty years, there have been many educational reform efforts, most of which have had a relatively short lifespan and failed to produce the promised results. One possible reason for this is for the most part these innovations have been poorly implemented. In this chapter, the author proposes a data-based decision making approach to assuring high quality implementation.

Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.

The usual approach to determining if an intervention is effective for a student is to review student outcome data; however, this is only part of the task. Student data can only be understood if we know something about how well the intervention was implemented. Student data without treatment integrity data are largely meaningless because without knowing how well an intervention has been implemented, no judgments can be made about the effectiveness of the intervention. Poor outcomes can be a function of an ineffective intervention or poor implementation of the intervention. Without treatment integrity data, there is a risk that an intervention will be judged as ineffective when, in fact, the quality of implementation was so inadequate that it would be unreasonable to expect positive outcomes.

Strong teacher education programs acknowledge the importance of a partnership between teacher education and public school faculties and the important role mentor teachers play in the education of student teachers. Studies suggest that mentor teachers trained in supervision are more effective than those who are not.

This study reports the results of several meta-analyses examining the relationship between four operational definitions of cognitive ability within teams (highest member score, lowest member score, mean score, standard deviation of scores) and team performance. 

The authors developed a multi-faceted prejudice habit-breaking intervention to produce long-term reductions in implicit race bias. The intervention is based on the premise that implicit bias is like a habit that can be broken through a combination of awareness of implicit bias, concern about the effects of that bias, and the application of strategies to reduce bias.

Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found.

Studying teacher workload issues has become somewhat of a trend in recent years with studies having already been completed in most other Canadian provinces. The consistency in teacher workload across the country is remarkable (see Appendix 2), and many of the findings in this study are supported by research in other jurisdictions. However, this discussion of the findings will deal primarily with the issues in Newfoundland and Labrador.

This paper examines data on 39 charter schools and correlates these data with school effectiveness. We find that class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness.

The Institute of Education Sciences (IES) recently released a summary report of the impact of School Improvement Grants (SIG). The American Recovery and Reinvestment Act of 2009 provided states and school districts with $3 Billion for SIG. By accepting SIG grants states agreed to implement one of four interventions to improve the lowest performing schools: transformation, turnaround, restart, or closure. The goals of SIG were to improve practices in four main areas: (1) adopting comprehensive instructional reform strategies, (2) developing and increasing teacher and principal effectiveness, (3) increasing learning time and creating community-oriented schools, and (4) having operational flexibility and receiving support. The report finds minimal positive effects from the grants and no evidence that SIG had significant impacts on math and reading scores, graduation rates, or increased college enrollment.

New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation. 

The National Council of Teacher Quality (NCTQ) review examines teacher preparation program progress in adopting the necessary components of evidence-based reading instruction. The report continues the effort of two previous reports offering educators a look at trends on preparation program progress on providing this essential training.

Reports a meta-analysis of research on the bases of teacher expectancies. The following conclusions were drawn: Student attractiveness, conduct, cumulative folder information, race, and social class were related to teacher expectancies. 

The editors at Education World offer 20 successful classroom management strategies to get your year off to a great start and keep your classroom running smoothly throughout the entire year.

Effective Instructional Leadership Teams can be integral to helping underperforming schools strengthen their leadership, professional learning systems and core instruction.

This meta-analysis systematically synthesized results from 26 component studies, including dissertations and published articles, which reported at least one correlation between collective teacher efficacy and school achievement.

Collective teacher efficacy is an emergent school level variable reflecting a faculty’s collective belief in its ability to positively affect students. It has been linked in the literature to school achievement. The research questions addressed the distribution of effect sizes for the relationship and the moderator variables that could explain any variance found among the studies.

An analysis of a quarter century of research on intrinsic task interest and creativity revealed, however, that (a) detrimental effects of reward occur under highly restricted, easily avoidable conditions; (b) mechanisms of instrumental and classical conditioning are basic for understanding incremental and decremental effects of reward on task motivation; and (c) positive effects of reward on generalized creativity are easily attainable using procedures derived from behavior theory. 

The authors concluded that early intensive behavioral intervention was associated with large to moderate improvements in IQ (intelligence quotient) and adaptive behavior in children with autism compared to no intervention or eclectic treatment.

This research suggests a strong relationship between inference generation and reading comprehension. The study finds inference instruction was effective for increasing general comprehension (d 0.58), inferential comprehension (d 0.68), and literal comprehension (d 0.28).

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. 

This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.

Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction. 

The problem was to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public education classes in English-speaking, industrialized countries. It is of practical and theoretical importance to know the relationship between class learning and teacher clarity.

This paper aim to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public-education classes in English-speaking, industrialized countries.

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. However, observations conducted during a follow‐up phase revealed reductions in the use of praise by the teachers and in some levels of on‐task behaviour.

The purpose of this Brief is to define the variables a state or large district leadership team may wish to consider as they determine if they are “ready” to invest in the scaling-up of innovation in education.

The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article.

In the current context, barriers to student attendance and engagement have only increased. Schools and districts are encouraged to emphasize a supportive multi-tiered model for supporting student and staff engagement and attendance rather than punitive attendance or truancy policies.

In this article, we explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification.

This paper reports the results of a study that investigated the reading differences between students who were low achieving, both with and without the label of learning disabilities (LD).

The authors describe both types of responsiveness-to-intervention (RTI), "problem solving" and "standard-protocol" then  review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with Learning Disabilities

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. 

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations.  The research also discuss several newer strategies that warrant attention.

The objective of this study was to investigate the differential effectiveness of teaching methods on students’ academic performance. Using the inferential statistics course, students’ assessment test scores were derived from the internal class test prepared by the lecturer. 

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

In this article, a case is made for improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in preservice education programs with the knowledge, attitudes, and skills needed to do this.

Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.

This chapter progresses four specific components of “a practical application of time management”.

This article reviews key findings from school-reform studies of the 1980s and explains their relevance to special education. It also highlights significant findings from more recent studies that help elucidate and flesh out the earlier findings. 

The author summarizes four new strands in agency theory that help him think about incentives in real organizations. The author concludes by suggesting two avenues for further progress in agency theory: better integration with organizational economics, and cross-pollination with other fields that study organizations. 

This paper provide a list of soft skills that are important for collaboration and teamwork, based on the authors own experience and from an opinion survey of team leaders. This paper also outline workable short courses for graduate schools to strengthen teamwork and collaboration skills among research students.

This article evaluates the extent to which quantity of instruction influences time spent on self‐
study and achievement. The results suggest that time spent on self‐study is primarily a function of the degree of time allocated to instruction. 

This book is written by Tom Gilbert who is one of the most influential theorists in building a science of performance management. Although not explicitly written for educators, it offers concrete examples principals can apply to improve the performance of teachers and other school personnel so student’s can ultimately be successful.

Nierstheimer, Hopkins, Dillon, and Schmitt (2000) reported increased efficacy for elementary
preservice teachers participating in a corrective reading methods course and pre-requisite
tutoring practicum. Likewise, Haverback and Parault's (2011) investigation of two field
experiences, tutoring and observing, on elementary preservice teachers' self-efficacy
showed that both groups reported growth in reading teacher efficacy. 

The article presents an overview of these tenets drawn from opinion positions, practical experiences, and empirical research studies. There is clear evidence that additional empirical research would be beneficial.

Recognizing the power of high quality practice in teacher preparation, a web-based simulation called Cook School District was designed to allow teacher candidates to practice the skills necessary to connect their teaching to the learning of all children employing the framework of teacher work samples (TWS). Pilot study data comparing simulation users' abilities to analyze hypothetical teaching scenarios, interviews, and reflective writing in real work samples suggest that the simulation plays a role in helping candidates become more aware of, and able to perform, several critical skills necessary to effectively connect teacher actions to the learning of each student.

To evaluate the impact of comprehensive teacher induction relative to the usual induction support, the authors conducted a randomized experiment in a set of districts that were not already implementing comprehensive induction.

This book discuss how extrinsic incentives may come into conflict with other motivations and examine the research literature in which monetary incentives have been used in a nonemployment context to foster the desired behavior. The conclusion sums up some lessons on when extrinsic incentives are more or less likely to alter such behaviors in the desired directions.

A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher.

This study examines the implementation of Leveled Literacy Intervention (LLI) for struggling readers that had been proven to work in early grades. The findings highlight the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program. Not only do schools need to adopt programs supported by evidence, but equally educators need to implement them consistently and effectively if students are to truly benefit from an intervention.

Pew Research Center recently asked a national sample of adults to select among a list of 10 skills: “Regardless of whether or not you think these skills are good to have, which ones do you think are most important for children to get ahead in the world today?”

This breakthrough book guides you through a series of self-tests designed to help you determine what kind of marriage you have, where your strengths and weaknesses are, and what specific actions you can take to help your marriage.

This Article introduces implicit bias-an aspect of the new science of unconscious mental processes that has substantial bearing on discrimination law.

This study examined teachers' relational approach to discipline as a predictor of high school students' behavior and their trust in teacher authority. 

The purpose of this chapter is to present the evolution of the response to intervention (RTI) concept and discuss how that concept can be and is being used to provide more effective services to children and youth with both academic and social/behavioral difficulties

This overview describes strategies for how school personnel can respond when disruptive behavior occurs, including (1) negative consequences that can be applied as primary interventions, (2) functional behavior assessment, and (3) function-based, individualized interventions characteristic of the secondary or tertiary tiers of a multitiered system of support. 

The purpose of the current study was to test theoretically derived hypotheses regarding the relationships between team efficacy, potency, and performance and to examine the moderating effects of level of analysis and interdependence on observed relationships.

This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:

To assess the effect of “metacognitive” instruction on reading comprehension, 20 studies, with a total student population of 1,553, were compiled and quantitatively synthesized. In this compilation of studies, metacognitive instruction was found particularly effective for junior high students (seventh and eighth grades). Among the metacognitive skills, awareness of textual inconsistency and the use of self-questioning as both a monitoring and a regulating strategy were most effective. Reinforcement was the most effective teaching strategy.

This book gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in-depth how to replicate the method

Reviews 135 studies on mediation and classifies results into 31 behavior categories (e.g., praise, climate, asks questions). Separate meta-analyses for each mediating variable were conducted. Results were also analyzed separately for studies that examined the relation between expectations and emitted behaviors and between mediating behaviors and outcome measures. 

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

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.

Teachers experience high levels of stress and emotional exhaustion while teaching in classrooms with too much student misbehavior. The two teachers in this study expressed concerns about this very issue during math instruction. They were also feeling tired and stressed due to constantly reprimanding students. Fortunately, a simple strategy was used to effectively respond to these challenging behaviors

This book reveal the anatomy of ideas that stick and explain ways to make ideas stickier, such as applying the human scale principle, using the Velcro Theory of Memory, and creating curiosity gaps. Along the way, we discover that sticky messages of all kinds draw their power from the same six traits.

This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of "cognitive ability" like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life.

This study examined the relationships between poverty and a school's academic performance (both student achievement and growth).

The purpose of this chapter is to examine the existing time management literature.

This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices.

This paper briefly discuss some pros and con of lecturing as a teaching method, describe how a strategy called "guided notes" can make lecturing more effective, and offer some specific suggestions for developing and using guided notes.

There are numerous practical strategies for increasing active student response during group instruction. One of these strategies, Choral Responding, is the subject of this article. 

This study will discuss a guiding definition for blended learning, benefits, team support, policy, management issues, rationale for expansion, professional development, purchasing, funding, evaluation, and lenses of the future and implications.

Community colleges typically offer extensive developmental education programs to students
with weak academic skills in order to prepare them for college-level coursework. Yet, for
students referred to developmental mathematics education, rates of completion in
developmental math courses and in college-level math courses required for a degree are
particularly low.

A meta-analysis on the relationship between the Implicit Association Test (IAT) and corresponding explicit self-report measures was conducted.

The purpose of this study was to compare the effects of constant time delay delivered with high procedural fidelity to constant time delay with high procedural fidelity on all variables except delivery of the controlling prompt

The purpose of this study was to examine the workplace factors that positively and negatively impact Black K12 teacher retention. This study utilized a mixed-method approach to examine the qualitative and quantitative data.

This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations. 

Conducted a meta-analysis of 58 studies (1960–1984) on the early prediction of learning problems that reported correlations between measures administered in kindergarten or 1st-grade and reading achievement later in elementary school.

This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction.

The results showed clearly that both minimal use of private reprimands and use of private praise statements were effective in increasing the on-task behaviour of secondary aged pupils in all classes, by an average of over 20 per cent. Follow-up observations after two months on three classes showed that improved on-task behaviour was still apparent.

This report presents final 1999 data on U.S. deaths and death rates according to demographic and medical characteristics. Trends and patterns in general mortality, life expectancy, and infant and maternal mortality are also described.

This study have sought to investigate teacher success in Hong Kong. The study aims to achieve the following objectives: to acquire an initial understanding of how Hong Kong teachers conceptualize teacher success, to identify the factors hindering teacher success; to study the relationship between professional development and teacher success.

This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

This article examines universal screening, one component in a response to intervention approach for serving struggling learners.

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

In this article, we respond at length to recent critiques of research on implicit bias, especially studies using the Implicit Association Test (IAT). These studies reveal that students, nurses, doctors, police officers, employment recruiters, and many others exhibit implicit biases with respect to race, ethnicity, nationality, gender, social status, and other distinctions.

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. This study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

What, if anything, should we do about implicit bias in the courtroom? The authors comprises legal academics, scientists, researchers, and even a sitting federal judge who seek to answer this question in accordance with behavioral realism.

The objective of TFS is to provide information about teacher mobility and attrition among elementary and secondary school teachers who teach in grades K–12 in the 50 states and the District of Columbia.

This analysis examines the influence of poverty on student reading performance across grade levels.

Research demonstrating principals' impact on student learning outcomes has fueled the shift from principals as facilities managers to an emphasis on instructional leadership. Principals are under increasing pressure to carry out effective instructional leadership practices, including those needed to adopt college- and career-ready standards and more comprehensive teacher evaluation approaches.

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. 

This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.

The purpose of this article is to provide teachers with several suggestions for creating and using guided notes to enhance other effective teaching methods, support students’ studying, and promote higher order thinking.

For decades we’ve been studying, experimenting with, and wrangling over different approaches to improving public education, and there’s still little consensus on what works, and what to do. The one thing people seem to agree on, however, is that schools need to be held accountable—we need to know whether what they’re doing is actually working.

Think-Pair-Share (TPS) is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a classwide discussion. This study investigate the quantity and quality of student engagement in a large CS1 class during the implementation of TPS activities.

This review chapter examines the literature on work team effectiveness. This paper consider their nature, define them, and identify four critical conceptual issues—context, workflow, levels, and time—that serve as review themes and discuss the multitude of forms that teams may assume.

The purpose of this literature search study was to assess the status of knowledge regarding the association between teacher–student relationship (TSR), dropout from upper secondary school, and student mental health.

An up-to-date, practical, reader-friendly resource that will help readers navigate today's seemingly ever-changing and complex world of educational testing, assessment, and measurement. The 11th edition presents a balanced perspective of educational testing and assessment, informed by developments and the ever increasing research base.

This paper provides a review of the theoretical discussions and practical studies relating to fluency instruction and reading development.

This review describes a meta-analysis of findings from 50 controlled evaluations of
intelligent computer tutoring systems. 

This paper reviews studies on teacher stress and burnout conducted over the past decade. The range of studies considered indicates that this topic is now of major international concern.

This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macro analytic perspective

This article discusses differences that are hypothesized to exist between hard‐ (technical) and soft‐ (intrapersonal and interpersonal) skills training that we believe impact the degree of training transfer achieved. 

A survey of 351 secondary distance education students (181 responses) found significant relationships between 2 academic variables (educational goals and study time) and academic persistence;

Much of the theory in personnel economics relates to effects of monetary incentives on output, but the theory was untested because appropriate data were unavailable. A new data set for the Safelite Glass Corporation tests the predictions that average productivity will rise, the firm will attract a more able workforce, and variance in output across individuals at the firm will rise when it shifts to piece rates.

This article summarizes single-subject-design intervention studies that include students with learning disabilities. The results are supportive of the pervasive influence of cognitive strategy and direct instruction models across treatment domains and of the notion that variations in sample definition moderate treatment outcomes.

In this article, the author claim that judges and jurors unknowingly misremember case facts in racially biased ways.  Drawing upon studies from implicit social cognition, human memory research, and legal decisionmaking, I argue that implicit racial biases affect the way judges and jurors encode, store, and recall relevant case facts. 

Peer assessment has become a popular education intervention. A review of the literature finds few studies on the impact of Peer Review on student outcomes. This meta-analysis examines the effect sizes found in 58 studies. 

The long term trend test of the National Assessment of Educational Progress (LTT NAEP) is the longest running test of student achievement that provides a scientifically valid estimate of what American students have learned. 

The evidence in this paper suggest that schools can improve student learning by encouraging teachers and students to set their sights high.

the present study was designed to learn more about how to strengthen the integrity of the problem-solving process

This study evaluated the effectiveness of simplified habit reversal in reducing filled pauses that occur during public speaking. Filled pauses consist of “uh,” “um,” or “er”; clicking sounds; and misuse of the word “like.” During post-intervention assessments, all 6 participants exhibited an immediate decrease in filled pauses.

Leadership: The Key Concepts is an indispensable and authoritative guide to the most crucial ideas, concepts and debates surrounding the study and exercise of leadership

A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

This is a study of classroom management on student engagement and achievement.

The authors review team research that has been conducted over the past 10 years. They discuss the nature of work teams in context and note the substantive differences underlying different types of teams.

This literature review explores the definition of soft skills; contrasts skills with related concepts, such as personality traits, attitudes, beliefs, and values; and compares a set of soft skill typologies

Computer-based instruction (CBI) was used to teach 3 sets of 20 spelling words to two 6th graders in a multiple baseline design. The CBI presented a voice recording of each spelling word and prompted the students to type the word. If they spelled the word incorrectly, a training procedure was initiated that included prompt fading and systematic review practice.

This study provides a description of 34 practicing teachers' beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice.

Value added modeling has become of interest to policymakers interested in evaluating teacher performance.  The authors argue that the models work well when the schools in the sample are homogenous but as heterogeneity of the student population  increases estimates of teacher effects are likely to confounded.

This study describes the outcomes of an intervention focused on the strategies and practices of high expectation teachers. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate, and supporting students’ goal setting. 

This study investigated communicative strategies for helping female students cope with ‘‘stereotype threat’’. The results demonstrate that priming a positive achieved identity (e.g., private college student) can subdue stereotype threat associated with an ascribed identity (e.g., female).

The purpose of this chapter is to describe a critical component of the response-to-
intervention (RTI) process: monitoring student response to general education instruction.

In this paper, the authors use tools from social network analysis (SNA) to derive principles for the design of effective clinical quality improvement teams and explore the implementation of these principles using social network data collected from the inpatient general medicine services at a large academic medical center in Chicago, USA

This paper examines the relationship between the climate of teacher-student relations within a school and individual student's likelihood of freshman year success.  Results find that teacher-student climate does have a significant effect.

In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston’s 1989 review

This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the professional context in which teachers work. 

Child study teams (CSTs) are involved in making decisions about many aspects of the delivery of special services to handicapped students. However, a number of factors inhibit the decision-making process within CSTs. These factors have their origins in the implementation of the team process at the local education agency (LEA) level, the preparation of CST members to participate in team decision making, and in the difficulties encountered in communicating discipline-specific information.

this paper investigated the relationship between student and teacher perceptions of the social environments of 19 high school classes and student absenteeism rates and the average final grades given by the teacher. 

This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics.

This paper reviews the status of BOKs and reports research on what topics should be included in the BOK (1) conducted at the Center of Research in the Management of Projects (CRMP) using data from 117 companies and (2) through ongoing work on a Global framework sponsored by the National Aeronautics and Space Administration (NASA) and others.

Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. The Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity.

A comprehensive report mandated by the US Congress on the state of the science of prevention recommends a stricter definition of the term prevention; summarizes specific preventive intervention research programs across the life span; and specifies funding, personnel, and coordination priorities to build a national prevention research infrastructure

Current expenditures for education can be expressed in terms of the percentage of funds going toward salaries, employee benefits, purchased services, tuition, supplies, or other expenditures.

Programs leave too much of student teaching to chance. Only six percent of programs incorporate two essential elements that contribute to an effective student teaching experience: providing frequent feedback to student teachers and evaluating the quality of the cooperating teachers who open their classrooms to student teachers. A quarter of programs fail to take either of these basic steps.

This document updates a set of voluntary school leadership standards first developed in 1996, then revised in 2008 and long known by the initials of the creator of the original document, ISLLC. The 2015 document differs from its predecessors by focusing more strongly and clearly on students and student learning. 

This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline.

The number of English language learners (ELL) students in the US is increasing dramatically. Teachers were interviewed regarding their perceptions of their preparedness to teach English language learners in the mainstream classrooms. Findings revealed that teacher training programs have not prepared these individuals for the student population they face today regardless of the year in which they received their teaching licenses.

Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research.

This paper posits that teacher education should emphasize both content knowledge and communication skills. It follows up the contention by conceptualizing communication, exploring teacher communication competence, and finally suggesting the introduction of Teacher Communication Skills (TCS) course in the curricula of teacher education across levels.

This report seeks to highlight some disparities to draw the public’s and policymakers’ attention to the urgent need to address this educational and civil rights crisis. Using a more accurate method for calculating graduation rates, they provide estimates of high school graduation rates, distinguished at the state and district level, and disaggregated by race.

This article reports a meta-analysis of studies examining the predictive validity of the Implicit Association Test (IAT) and explicit measures of bias for a wide range of criterion measures of discrimination.

"More is better"--this precept lies behind the burgeoning use of work teams to handle problem-solving and decision-making in schools and school districts. Teams are said to build stronger relationships among those involved in education and, ultimately, to benefit students because more people with broader perspectives help to shape a stronger educational program.

Much of teaching is about helping students master new knowledge and skills and then helping students not to forget what they have learned. The recommendations in this practice guide are intended to provide teachers with specific strategies for organizing both instruction and students' studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations.

The interaction effects of time management, work demands, and autonomy on burnout were investigated in a survey study of 123 elementary teachers.

Positive teacher-student interactions are a primary ingredient of quality early educational experiences that launch future school success. With CLASS, educators finally have an observational tool to assess classroom quality in pre-kindergarten through grade 3 based on teacher-student interactions rather than the physical environment or a specific curriculum

The COVID pandemic has meant that large numbers of students are learning by Zoom instead of in classrooms, and schools are struggling to reach students who don't have sufficient access to the internet or computers. In all this disruption, there is still one constant: the importance of effective, skilled teachers.

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners.

This study investigates change over time in the level of hiring discrimination in US labor markets.

Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody.

Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. 

The proposed meta-analysis of 61 independent samples aims to identify whether, and if so under what conditions, team working in organizations is related to organizational effectiveness.

The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students

In this paper, it is argued that Critical Planning Theory is inadequate as a planning theory. 

The purpose of this study is to examine the relative impact of different types of leadership on students’ academic and nonacademic outcomes.

This study identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.

This study identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.

Drawing from data on over 1000 prospective teachers in a large urban district including pre and post-student teaching survey data, this study investigates whether lengthening student teaching improves teachers’ perceptions of instructional preparedness, efficacy, and career plans. The findings suggest that the duration of student teaching has little effect on teacher outcomes; however, the quality of student teaching has significant and positive effects.

This paper general purpose is to summarize the results of 345 experiments investigating interpersonal expectancy effects. These studies fall into eight broad categories of research: reaction time, inkblot tests, animal learning, laboratory interviews, psychophysical judgments, learning and ability, person perception, and everyday life situations. 

The current study aimed to track the self‐perception outcomes of students (N = 256) whose teachers had high or low class‐level expectations. Students completed the Reading, Mathematics, Physical Abilities, and Peer Relations subscales of the Self Description Questionnaire‐1 (SDQ‐1; Marsh, 1990) at the beginning and end of 1 year.

This study aimed to explore differences in teachers’ expectations and judgments of student reading performance for Maori, Pacific Island, Asian and New Zealand European students. A further objective was to compare teacher expectations and judgments with actual student achievement.

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.

This descriptive summary is one of the first reviews to examine the number of days of “lost instruction” resulting from student suspensions. The study examines the total number of days lost nationwide, disparities among different student subgroups, and differences across individual states. The impact of loss of instruction due to suspensions has a lifelong impact on students, including: lower graduation rates (Rumberger and Losen, 2017), increased involvement in the juvenile justice system (Mowicki, 2018), and arrests as adults Rosenbaum (2018).

This latest volume in the SIOP Professional Practice Series was inspired by a Leading Edge Conference sponsored by the Society for Industrial and Organizational Psychology to bring together leading-edge practitioners and academics to exchange views and knowledge about effective teams and help lead to better practice in that area.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2.

In this book, recent research and theoretical interpretations are used in a critical analysis of the knowledge base on educational effectiveness.

This paper provides an overview of previous research results pertaining to the relation between interest and academic achievement. focus on the conceptualization and operationalization of interest.

This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. T

This paper makes a survey of the importance of soft skills in students’ lives both at college and after college. It discusses how soft skills complement hard skills, which are the technical requirements of a job the student is trained to do.

Using examples from states throughout the country, this guidebook from the National Conference of State Legislatures describes six key areas in which state legislators can take action to improve the quality of leadership in public schools

the purpose of this chapter is to review the science of teams and their effectiveness, extrapolate critical lessons learned, and highlight several future challenges critical for military psychology to address in order to prepare future military teams for success.

The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.

Effective classroom management is critical for student and teacher success. Because teachers receive limited preservice preparation and in-service support in classroom management, educational leaders (e.g., school psychologists, behavior coaches, mentor teachers, and administrators) need efficient and effective tools to identify teachers’ strengths and needs and to guide professional development.

The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish.

This study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.

The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled. 

The purpose of this paper is to integrate statistically the results of the literature on teacher expectations. 

Several barriers can impede critical thinking instruction. However, actively engaging students in project-based or collaborative activities can encourage students’ critical thinking development if instructors model the thinking process, use effective questioning techniques, and guide students’ critical thinking processes.

The present study explores conflict management as a team phenomenon in schools. The author examined how the contextual variables (task interdependence, goal interdependence) are related to team conflict management style (integrating vs. dominating) and school team effectiveness (team performance).

This article examine what science offers general and special educators who teach reading then review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well.

Evidence-based practice is a decision-making framework.  This paper describes the relationships among the three cornerstones of this framework.

This reviews looks at the issue, do longer school days and longer school years improve student achievement?

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

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.

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.

A summary of the available studies accumulated over the past 40 years on a key education driver, teacher competencies offers practical strategies, practices, and rules to guide teachers in ways to improve instruction that improves student performance and the quality of the work experience.

This overview examines the available research on the topic of soft skills (personal competencies) and how these proficiencies support the technical competencies required for success in school 

Active Student Responding (ASR) is a strategies that 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.

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

The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.

This presentation slide describes the important role of leadership in effective, efficient, and relevant PBIS implementation

This article considers culture within the context of School-wide Positive Behavior Support. The paper provides an overview of culture and working definitions to assist educators to more effectively implement evidence-based practices.

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions.  

Increasingly, school services are being guided by a problem solving approach and are evaluated by the achievement of positive outcomes. This shift is explored here in 96 chapters and 11 appendices. The volume provides a comprehensive reference relating contemporary research and thought to quality professional services

This chapter chronicles some of the major steps school psychology has taken toward adopting science as the basis of practice. Each step has yielded benefits for students as well as practice challenges to be overcome.

This article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were homogeneous. 

Standards-based instruction and differentiated learning can be compatible approaches in today's classrooms.

This paper examines some of the challenges and strengths of virtual schools, it offers questions to consider when deciding whether or not a virtual school option would be ideal, and it draws conclusions, which provide an outlook for the future of virtual schools in k-12 education.

Five recent studies of methods to prevent reading difficulties were examined in light of the goal that every child should acquire adequate word reading skills during early elementary school. 

This is a detailed guide on managing classroom behavior to maximize student learning.

The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. 

This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS).

As students and educators go back to school across the country, and as Congress continues to debate how to fix the law commonly known as No Child Left Behind, the U.S. Department of Education announced today that states whose waivers from certain provisions of federal education law will expire at the end of the 2013-2014 school year will soon be able to request renewals of their reform plans, for up to two more years.

This study investigated preservice teachers' perceived barriers for implementing multicultural curriculum with preservice teachers as they began their teacher education program.

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.

This article describes the emergence and influence of evidence-based practice and data-based decision making in educational systems. This article describes the ways in which evidence-based practice (EBP) and  response to intervention (RtI) can be used to improve efficacy, efficiency, and equity of educational services. 

In this introduction to the special issue, a response-to-instruction approach to learning disabilities (LD) identification is discussed

This literature review examines the impact of various instructional methods

This is a meta-review and synthesis of the research on the variables related learning.

This article offers practical suggestions on how to build a data-based culture in schools.

A meta-analysis of the data from empirical investigations of diversity in work groups was used to examine the impact of two types of diversity attributes, highly job-related and less-related, on work group cohesion and performance. 

The purpose of this study was to assess the degree to which behavioral intervention studies conducted with persons with mental retardation operationally defined the independent variables and evaluated and reported measures of treatment integrity. The study expands the previous work in this area reported by Gresham, Gansle, and Noell (1993) and Wheeler, Baggett, Fox, and Blevins (2006) by providing an evaluation of empirical investigations published in multiple journals in the fields of applied behavior analysis and mental retardation from 1996–2006. Results of the review indicated that relatively few of the studies fully reported data on treatment integrity.

Studies of the effectiveness of Direct Instruction programs with special education students 
were examined in a meta-analysis comparison. To be included, the outcomes had to be 
compared with outcomes for some other treatment to which students were assigned prior to 
any interventions. Not one of 25 studies showed results favoring the comparison groups. 
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of 
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area. 

A prudent way forward for educators given the many acknowledged unknowns in soft skills reform is to substantially enhance efforts that fall within traditional school practices and responsibilities rather than to boldly make risky bets on unproven programs and measures. This paper breakdown the steps for school and district administrators.

Results of this meta‐analysis research, testing for a moderator effect, show that support for the overjustification effect occurs only when intrinsic motivation is operationalized as task behaviour during a free‐time measure.

This paper looks at scope and sequence as essential to effective instruction Instructional.

This Op-Ed commentary by Daniel Willingham discusses the current knowledge base on effective reading instruction in the context of a recent New York Times article on the topic.

Help your students understand the perspectives of other people with these tried-and-tested methods.

In this Education Trends report, Education Commission of the States addresses some of the more frequent questions, including the impact of instructional time on achievement, variation in school start dates, and trends in school day and year length.

Four groups of preservice teachers participating in student teaching seminars were randomly assigned to one of three conditions to test the effectiveness of brief training in time-management techniques. 

This book describes the research undertaken during the Teaching Competence Project, a two-year research project funded by the Gatsby Charitable Foundation. There were five interlinked studies in the research.

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.

More than two-thirds of students living in U.S. low-income urban areas have not demonstrated basic levels of math achievement. Teachers are confronted with a difficult task of meeting the needs of an increasingly academically diverse population of urban students. There is a well-confirmed knowledge base on effective instruction, but teachers need massive amounts of information for effective, sustainable improvement and data-driven decision making.

The panel was charged with providing a report that “should present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools. If found warranted, the panel should also recommend a plan for additional research regarding early reading development and instruction.”