Author Archives for Jack States
September 26, 2019 10:30 am
Published by Jack States
What Is My Next Step? School Students’ Perceptions of Feedback. The power of feedback is touted as one of the most powerful practices for improving performance. Research consistently reports large effect sizes for feedback improving performance, yet variability relating to the effects of feedback exists. The Kluger and DeNisi 1996 meta-analysis was one such study that found a medium 0.41 effect size for the general impact of feedback. What Kluger and DeNisi found was that not all feedback is alike. This 2019 study attempts to increase our knowledge base by examining the power of different forms of feedback as a means to increase the impact of teacher delivered feedback. The paper aims to investigate student perceptions of feedback through designing a student feedback perception questionnaire (SFPQ) based on a conceptual model of feedback. The questionnaire was used to collect data about the helpfulness for learning resulting from different feedback types and levels. Findings from this study demonstrate that the SPFQ tool partially affirms Hattie and Timperely’s (2007) conceptual model of feedback. Feeding forward (information about improvement) was found to be a unique feedback type that was perceived by participants as being most helpful to learning compared to other feedback.
Citation: Brooks, C., Huang, Y., Hattie, J., Carroll, A., & Burton, R. (2019). What is my next step? School students’ perceptions of feedback. In Frontiers in Education (Vol. 4, p. 96). Frontiers.
Link: https://www.frontiersin.org/articles/10.3389/feduc.2019.00096/full
September 3, 2019 2:20 pm
Published by Jack States
Research on informal teacher evaluation reveals the predominant evaluation method is the walk-though, which ranges from a brief 2- to 3-minute snapshot to longer observation. Studies support the important role principals play in instructional leadership but also suggest that principals are not good at identifying which teachers are the best instructors. Research finds that principals overwhelmingly understand the need to sample teacher performance but that they are rarely trained in how to accomplish this.
Citation: Cleaver, S., Detrich, R., & States, J. (2019). Informal Teacher Evaluation. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/staff-informal.
Link: https://www.winginstitute.org/staff-informal-walk-throughs
August 29, 2019 1:27 pm
Published by Jack States
The Feasibility of Collecting School-Level Finance Data: An Evaluation of Data from the School-Level Finance Survey (SLFS) School Year 2014–15. Few things are more complicated nor critical than collecting accurate and meaningful data on school finances at the individual school level. It is complicated because of the sheer size of the education system, diversity of spending categories, differing state laws and regulations governing finances, and accounting systems not designed for this task. It is critical because the education system puts high value on equitable and adequate funding for all students. Tracking spending at the individual school level is also a requirement of the recently enacted Every Student Succeeds Act.
This research and development report field-tested a new model for collection of finance data at the school level—the School- Level Finance Survey (SLFS). The pilot SLFS, collected for fiscal year (FY) 14 (school year 2013–14) and FY 15 (school year 2014–15), was designed to evaluate whether the survey is a viable, efficient, and cost-effective method to gather comparable school-level finance data. The results suggest that, regardless of the inherent challenges, it is highly feasible to collect and report on school-level finance data with acceptable accuracy. It also projects improved response rates and the increased availability of complete, accurate, and comparable finance data at the school level as the number of states participating in the SLFS increases and the collection continues to expand.
Citation: Cornman, S.Q., Reynolds, D., Zhou, L., Ampadu, O., D’Antonio, L., Gromos, D., Howell, M., and Wheeler, S. (2019). The Feasibility of Collecting School-Level Finance Data: An Evaluation of Data From the School- Level Finance Survey (SLFS) School Year 2014–15 (NCES 2019-305). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
Link: https://nces.ed.gov/pubs2019/2019305.pdf
August 29, 2019 12:52 pm
Published by Jack States
Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look: The National Teacher and Principal Survey (NTPS) collects data from public and private K-12 schools, principals, and teachers across the United States. Its data provides critical data on core topics such as school characteristics and services, principal and teacher demographics, and teacher preparation. The most recent 2017-18 report examined public (traditional), charter, and private school principals in terms of: race/ethnicity, age, highest college degree, salary, years experience (as a principal and at their current school), level of influence on decision-making, and experience with evaluations. A few of the more notable points include:
• Twenty-seven percent of school principals are 55 or older. This represents a significant number of principals who likely to retire in five years.
• The average salary for school principals is $ 92,900.
• Over ninety percent (91.7%) of school principals have a Master’s Degree or higher.
• Almost half (44.3%) of school principals have less than three years experience in their current schools.
• Seventy percent of school principals received evaluations in the selected year (79% in traditional public schools, 69% in charter schools, and 51% in private schools).
Citation: Taie, S., and Goldring, R. (2019). Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look (NCES 2019- 141). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
Link: https://nces.ed.gov/pubs2019/2019141.pdf
August 27, 2019 10:36 am
Published by Jack States
Matching the availability of teachers to demand constantly evolves. During recessions schools are forced to layoff teachers. As economic times improve, schools acquire resources and rehire personnel. Currently, American schools are faced with the most severe shortages in special education; science, technology, engineering, and math (STEM); and bilingual education. Shortages vary across the country and are most acute in areas with lower wages and in poor schools. Starting in the 1980’s schools began filling vacancies with under-qualified personnel hired on emergency or temporary credentials to meet needs. A 35% drop in pre-service enrollment and high teacher attrition currently impact the supply. Candidates and veteran teachers are influenced to leave teaching due to low compensation, stressful working conditions, and a perceived decline in respect. The demand side is influenced primarily by fluctuations in population, finances, and education policy. Matching supply to demand is a challenge but can be accomplished through better planning, procuring less volatile funding sources, and improving working conditions through improved pay and effective training.
Citation: Donley, J., Detrich, R. Keyworth, R., & States, J., (2019). Teacher Retention Analysis Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-retention-turnover-analysis.
Link: https://www.winginstitute.org/teacher-retention-turnover-analysis
August 15, 2019 10:29 am
Published by Jack States
How to teach critical thinking. Despite consensus on the need for critical thinking, considerable debate exists over how it is learned and, how educators can best support students to develop critical thinking capabilities. This paper considers what the research can tell us about how critical thinking is acquired, and the implications for how education might best develop young people’s critical thinking capabilities.
Willingham recommends a four-step process to develop a program to teach critical thinking:
- identify a list of critical thinking skills for each subject domain;
- identify subject matter content for each domain;
- plan the sequence in which knowledge and skills should be taught;
- plan which knowledge and skills should be revisited across years.
Citation: Willingham, D. (2019). How to teach critical thinking. New South Wales (NSW) Department of Education.
Link: https://prod65.education.nsw.gov.au/content/dam/main-education/teaching-and-learning/education-for-a-changing-world/media/documents/How-to-teach-critical-thinking-Willingham.pdf
August 15, 2019 10:11 am
Published by Jack States
Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look. The National Teacher and Principal Survey (NTPS) collects data from public and private K-12 schools, principals, and teachers across the United States. Its data provides critical data on core topics such as school characteristics and services, principal and teacher demographics, and teacher preparation. The most recent 2017-18 report examined public (traditional), charter, and private schools in terms of their participation in the federal free or reduced-price lunch programs (FRLP), special education, English-language learners (ELLs) or limited-English proficient (LEP), extended school days, school start times, special emphasis schools, and minutes of instruction. One of the takeaways from the data is that public (traditional) and charter schools have almost identical statistics in these categories. Included in this data are the following:
- Approximately 12% of all K-12 students have IEPs or formally identified disabilities: public (traditional) 13% schools, charter schools 11%, and private schools 7.5%. Ten percent of all K-12 students required ELL/LEP services: public (traditional) 10.6% schools, charter schools 10.2%, and private schools 2.6%.
- The majority of public schools (96.6% of traditional public schools and 83.6% of charter schools) participated in the FLRP, with over half of all students receiving these services (55% of total students in each). Private schools were much less likely to participate, with only 18.8% of private schools and 8.7% of the served population receiving FRLP.
Citation: Taie, S., and Goldring, R. (2019). Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look (NCES 2019-140). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
Link: https://nces.ed.gov/pubs2019/2019140.pdf
August 15, 2019 10:07 am
Published by Jack States
Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies. This meta-analysis looks at behavior management practices implemented with ethnically and racially diverse students. It examines single-subject designed studies implemented at the whole class level. Results indicate that class-wide management approaches applied in diverse classrooms are heavily behavioral and highly effective in improving student behavior.
Citation: Long, A. C., Miller, F. G., & Upright, J. J. (2019). Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies. School Psychology, 34(1), 1.
Link: https://psycnet.apa.org/record/2018-65318-001
August 15, 2019 10:04 am
Published by Jack States
Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review. This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction. The results indicate teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice according to the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education .
Citation: Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N. C., Oakes, W. P., Germer, K. A., & Bross, L. A. (2019). Teacher-delivered strategies to increase students’ opportunities to respond: A systematic methodological review. Behavioral Disorders, 0198742919828310.
Link: https://journals.sagepub.com/doi/abs/10.1177/0198742919828310
August 15, 2019 10:01 am
Published by Jack States
Teaching Elementary School Students to Be Effective Writers: A Practice Guide. This What Works Clearinghouse (WWC) practice guide examines the research on how teaching elementary students how to write. The report analyzes the evidence supporting those teaching methods commonly employed to increase student competency in becoming a fluent writer. The guide is for teachers, literacy coaches, principals, districts, and curriculum developers, and other educators. The paper summarizes the available research and provides recommendations on the types of activities and strategies teachers can use to increase student writing proficiency.
Citation: Graham, S., Bollinger, A., Olson, C. B., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058. What Works Clearinghouse.
Link: https://files.eric.ed.gov/fulltext/ED533112.pdf
