Corrective Feedback

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.

Active responding (in the form of response cards) was employed during a math lecture in a third-grade classroom to evaluate its effect on disruptive behavior.

Classwide Peer Tutoring is a powerful instructional procedure that actively engages all students in a classroom and that promotes mastery, accuracy, and fluency in content learning for students with and without disabilities. The purpose of this article is to discuss Classwide Peer Tutoring as an effective instructional procedure.

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

We compared immediate and delayed error correction during sight-word instruction with 5 students with developmental disabilities. Whole-word error correction immediately followed each error for words in the immediate condition. In the delayed condition, whole-word error correction was provided at the end of each session's three practice rounds. Immediate error correction was superior on each of the four dependent variables.

This book delivers teaching practice highlights and some strategies introduced in schools to give educators, evaluators, and researchers comprehensive evidence found on the best instructional strategies schools could use to improve student outcomes significantly.

This paper is a research review which explores factors that can be controlled or influenced by teachers and that are known to affect student behavior, attitudes, and achievement. Pre-instructional factors include decisions about content, time allocation, pacing, grouping, and activity structures. 

This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the oneon-one coaching of teachers as a lever for improving student literacy learning.

This paper discuss ClasWide Peer Tutoring as an effective strategy for Student with Emotional and Behavioral Disorder

In this study, the note-taking skills of middle school students with LD were compared to peers with average and high achievement. The results indicate differences in the number and type of notes recorded between students with LD and their peers and differences in test performance of lecture content.

Previous research indicates that manipulating dimensions of reinforcement during differential reinforcement of alternative behavior (DRA) for situations in which extinction cannot be implemented is a potential approach for treating destructive behavior.

This study examines the effect of using preprinted response cards on academic responding, opportunities to respond, and correct academic responses of students with mild intellectual disability.

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

A meta-analysis of the distributed practice effect was performed to illuminate the effects of temporal variables that have been neglected in previous reviews. This review found 839 assessments of distributed practice in 317 experiments located in 184 articles.

The author argues that there is a body of evidence that shows quite clearly how to teach so that students will learn far more than they are learning today. This reader-friendly volume provides evidence-based principles of effective teaching.

The oral reading of 65 first-graders experiencing difficulties in beginning reading was observed during primary reading instructional time. Findings indicate most instruction for struggling readers was not aligned with recent research on preventing reading difficulties, and even struggling readers receiving reading instruction aligned with best practices are making minimal progress. 

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. 

This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes. 

Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures.

The purpose of this study is to examine the effects of feedback on treatment integrity for implementing behavior support plans.

The study compared basic and elaborated corrections within the context of otherwise identical computer-assisted instruction (CAI) programs that taught reasoning skills. Twelve learning disabled and 16 remedial high school students were randomly assigned to either the basic-corrections or elaborated-corrections treatment. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on both the post and maintenance tests and on the transfer test. Time to complete the program did not differ significantly for the two groups.

This study sought to investigate the impact of a supplemental program’s script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises.

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice.

The articles in this special issue suggest that a focus upon specific educational practices has far mor e potential for advancing the field o f special (and general) education than an emphasis upon philosophies, metatheories, theories, or psychological schools that we will refer to as ideologies.

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.

This meta-analysis reviews 63 studies on the relationship between conditions of massed practice and spaced practice with respect to task performance, which yields an overall mean weighted effect size of 0.46.

We compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to 5 elementary students. When a student erred on ASR terms, the teacher modeled the definition and the student repeated it. When a student erred on NR terms, the teacher modeled the definition while the student looked at the vocabulary card. ASR error correction was superior on each of the study's seven dependent variables.

The language of life as well as of science in attributing a memory to the mind attempts to point out the facts and their interpretation 

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

Research suggests students of differing racial groups are unequally impacted by school disciplinary interventions. This study examines whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback.

This evidence on effective literacy teaching, which includes small group instruction, differentiation, and a response to intervention, presents a challenge for many teachers and schools.

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

This meta-analysis examined the impact of lecturing as compared to active methods of instruction on learning and course performance. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies).

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

A report entitled A Nation at Risk was published based on information distilled from commissioned research papers and public hearings. The report contains summaries of the papers and hearings; a list of findings in content, expectations, time, and teaching; a set of recommendations; and aspects of implementation related to con

Using the teacher‐centered systemic reform model as a framework, the authors explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. 

This paper provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic.

The purpose of this study was to evaluate the effects of three active responding techniques (i.e., hand raising, choral responding, the response card) on student participation and ontask behavior in preschool children with attending problems. 

This paper confirms the predominance of lecture and adds to the existing literature by asking why principles instructors have selected their particular teaching methods.

A brief perspective is offered on the development and validation of one enabler—engagement in academic responding—and recent findings are provided of an effort to bridge the gap between research and practice by employing this knowledge in Title 1 elementary schools to improve instruction.

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.

The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished. 

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

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 study employs an alternating treatments design to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems.

The purpose of this article is to examine research on the effectiveness of guided notes. Results indicate that using guided notes has a positive effective on student outcomes, as this practice has been shown to improve accuracy of note taking and student test scores.

This article aimed to review the literature and examine and compare the effects of choral and individual responding. Results indicate a generally positive relationship between using choral responding versus individual responding on student variables such as active student responding, on-task behavior, and correct responses.

We examined 24 studies to determine the effects on word recognition and reading comprehension of correcting errors during oral reading. Corrective feedback improved students' word reading accuracy on words in lists, and accuracy in reading words in passages. Some correction procedures had greater benefits than others.

ASR [active student response] can be defined as an observable response made to an instructional antecedent / [compare ASR] to other measures of instructional time and student engagement / 3 benefits of increasing the frequency of ASR during instruction are discussed.

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.

This book for teachers in the area of Special Education looks at highly effective, research-based practices described in a very step-by-step, applied manner.

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

Research about the effectiveness of different types of feedback in programmed instruction was investigated. Knowledge of results had the least data to support its efficacy. Knowledge of correct responding (KCR) has been shown to be effective in several studies.

An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction.

Studies that examined copy-cover-compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities.

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

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.

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 study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.

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

The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms.

A study of 27 promising programs reveals 8 common reasons that educational innovations fail, including disenchanted practitioners; departure of innovation supporters; lack of personnel training; disappearing funding; inadequate supervision; and lack of accountability, administrative support, and termination consequences. Innovations succeed by avoiding overload, complementing school mission, and securing board approval

Headsprout Early Reading™ is a new engaging, Internet-based reading program that effectively teaches the essential skills and strategies required for rapid reading success.

The overall effects of cues, participation, and corrective feedback on classroom learning are estimated. The constancy of effects of these instructional qualities were explored across characteristics of students, and educational and contextual conditions. The results confirm the Dollard-Miller-Carroll-Bloom theory that has evolved during the past four decades. 

The overall effects of cues, participation, and corrective feedback on classroom learning are estimated. The constancy of effects of these instructional qualities were explored across characteristics of students, and educational and contextual conditions. The results confirm the Dollard-Miller-Carroll-Bloom theory that has evolved during the past four decades. 

This meta-analysis research cover all major domains in which deliberate practice has been investigated in search of empirical evidence. The authors conclude that deliberate practice is important, but not as important as has been argued.

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

Using an alternating treatments design, the authors compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class. 

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

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

The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied

Should U.S. students be doing more math practice and drilling in their classrooms? That’s the suggestion from last week’s most emailed New York Times op-ed. The op-ed’s author argued that more practice and drilling could help narrow math achievement gaps. These gaps occur in the U.S. by the primary grades.

The use of response cards during large-group social studies instruction was evaluated in a fourthgrade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design. 

Most studies on feedback compare elaborated feedback types presenting knowledge on the correct response (KCR) immediately together with further information to simple feedback types providing knowledge of result (KR) or KCR. This study uses bug-related tutoring feedback (BRT-feedback) offering strategic information for error correction, but no immediate KCR.

The National Assessment of Educational Progress (NAEP) is a national assessment of what America's students know in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.

The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.  

In this article, the author argue that classroom teaching is structured by ritualized routines supported by widely held myths about learning and ability that are acquired through our common experiences as students.

The school year and day length have varied over time and across localities depending on the particular needs of the community. Proponents argue that extending time will have learning and nonacademic benefits. Opponents suggest increased time is not guaranteed to lead to more effective instruction and suggest other costs. 

a written guide for Active Student Response Strategies.

The effects of active participation on student learning of simple probability was investigated using 20 fifth-grade classes randomly assigned to level of treatment. t was concluded that active student participation exerts a positive influence on fifth-grade student achievement of relatively unique instructional material.

The terms cloze procedure and cohesion are associated with reading development. Specifically, doze applies to the testing and teaching of reading while cohesion applies to a description of how the way in which reading material is written can affect reading development. 

The authors extend Mangan's account of fringe consciousness by discussing their work on processing experiences. This research shows that variations in speed at different stages of perceptual processing can jointly contribute to subjective processing ease, supporting Mangan's notion that different mental processes condense into one subjective experience.

This article discuss about automaticity theory and attempt to do 2 things: 1. describe automaticity theory and its practical applications; and 2. explain some of the new ideas about automaticity. 

This is a literature review of the effect of performance feedback on teacher’s use of practices.

Teacher-centered instruction implies a high degree of teacher direction and a focus of students on academic tasks. And it vividly contrasts with student-centered or constructivist approaches in establishing a leadership role for the teacher

This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific.

The effects of two error-correction procedures on oral reading errors and a control condition were compared in an alternating treatments design with three students who were moderately mentally retarded. The two procedures evaluated were word supply and sentence repeat.

Replication has taken on more importance recently because the ESSA evidence standards only require a single positive study. To meet the strong, moderate, or promising standards, programs must have at least one “well-designed and well-implemented” study using randomized (strong), matched (moderate), or correlational (promising) designs and finding significantly positive outcomes. 

A commentary on: Retrieval practice protects memory against acute stress

Two experiments were conducted in which two ways of dealing with reading mistakes by beginning readers were systematically examined. In one condition (whole word), the whole correct word sound was provided when a reading error was made or when the pupil did not read the word within a certain time limit. In another condition (segmented feedback, the correct word sound was produced phoneme-by-phoneme when a reading error or an omission occurred.

The purpose of this study was to examine academic responding and its associated instructional correlates for students in title I and non Title I school program

This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.

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

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 article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among opportunities to respond (OTR), measures of classroom management, and student work products was analyzed across Title and non-Title schools. 

A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided.

The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged.

The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed.

The meta-analysis looks at the effect of enhanced instruction on motor skill acquisition of 4-5 yr old children and 4th-21th graders in Israel.

The meta-analysis looks at the effect of enhanced instruction on motor skill acquisition of 4-5 yr old children and 4th-21th graders in Israel.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction

Student engagement is critical to academic success. High-Active Student Response (ASR) teaching techniques are an effective way to improve student engagement and are an important component of evidence-based practice. . This report provides techniques and strategies to enhance engagement through ASR. Key terms are appended.

This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design.

A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. 

In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. Effect sizes were negatively affected by delayed feedback timing and by primary and high school. Although the results suggested that immediate feedback was more effective for lower order learning than delayed feedback and vice versa, no significant interaction was found.

This literature review examines the impact of various instructional methods

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.

On the one hand, it seems obvious that practice is important. After all, "practice makes perfect." On the other hand, it seems just as obvious that practicing the same material again and again would be boring for students. How much practice is the right amount?

The cognitive principle that guides this article is: People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.

This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students.

This study shows that gaps between opportunities to learn and students' appropriation of those opportunities are instructionally produced and socially distributed via mechanism that affect engagement and lead to alienation from instruction - the dissociation between students' physical presence in academic classes and their thoughts while in class.