Author Archives for Jack States
February 28, 2018 11:15 am
Published by Jack States
Digest of Education Statistics 2015 Report Released
News Summary: The Digest of Education Statistics 2015 was just released by The Institute for Education Sciences (IES) National Center for Education Statistics (NCES). This annual publication provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. It has been published annually since 1962, providing over 50 years of data with which to benchmark education performance at the system level in this country.
Citation: Snyder, T.D., de Brey, C., and Dillow, S.A. (2018). Digest of Education Statistics 2016 (NCES 2017-094). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Link:
https://nces.ed.gov/programs/digest/d16/
https://nces.ed.gov/pubs2017/2017094.pdf
February 7, 2018 11:51 am
Published by Jack States
The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?
News Summary: Over the past twenty years many reading interventions have been proposed. One of these, “Book Flooding”, proposes that providing an enriched environment in which books are present and readily available can improve reading. Much of the research on this topic has focused on exposing children in the early grades to storybooks. Given the greater importance on reading complex text in meeting new reading standards, this study examines the impact of book flooding of books that stress academic words and technical terms. This quasi-experimental study examines the influence of a book distribution program targeted at enhancing children’s exposure to information books. The research examined whether a flood of information books in early childhood settings could affect growth in language, content-related vocabulary, and concepts of comprehending information text. The study concludes there were no significant effects on student outcomes and that book distribution programs on their own need to be reevaluated if they are to improved student reading performance.
Citation: Neuman, S. B. (2017). The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?. The Elementary School Journal, 118(1), 1-27.
Link: http://www.journals.uchicago.edu/doi/pdfplus/10.1086/692913
February 7, 2018 10:40 am
Published by Jack States
Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans
News Summary: 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.
Citation: Fallon, L. M., Cathcart, S. C., DeFouw, E. R., O’Keeffe, B. V., & Sugai, G. Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans. Psychology in the Schools.
Link: http://onlinelibrary.wiley.com/doi/10.1002/pits.22107/full
January 31, 2018 1:10 pm
Published by Jack States
Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research
This paper addresses null effects and publication bias, two important issues that are impediments to improving our knowledge of what works and what doesn’t in education. Despite great progress over the past twenty years in establishing empirical evidence for interventions and instructional practices in the field of education, more needs to be accomplished in identifying not only what works, but also what research can inform us about inaccurate evidence that can lead us down a blind alley. This key element in the scientific process has often been over looked in the body of research that is published. Therrien and Cook examine how the contingencies that control publication of research are limiting our knowledge by excluding results of research that suggest practices that don’t produce positive outcomes and conditions under which practices work. The paper highlights the fact that not all negative results are equal. One such instance is when research results are mixed, some revealing positive results and other studies offering negative outcomes. Negative effects in these situations can be of assistance in identifying the boundary conditions as to where and when the practice can be used effectively. Another benefit of null effects research is when popular opinion is such that everyone believes something to be, true-sugar increases hyperactivity, but rigorous research reveals there to be no significant cause and effect relationship.
Citation: Therrien, W. J. and Cook, Brian. G. (2018). Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research. Learning Disabilities Research and Practice. DOI10.1111/ldrp.12163
Link: https://www.researchgate.net/publication/322700698_Introduction_to_Special_Issue_Null_Effects_and_Publication_Bias_in_Learning_Disabilities_Research
January 23, 2018 10:45 am
Published by Jack States
The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
A soon to be published meta-analysis of Direct Instruction (DI) curricula that reviews research on DI curricula between 1966-2016 reports that DI curricula produced moderate to large effect sizes across the curriculum areas reading, math, language, and spelling. The review is notable because it reviews a much larger body of DI research than has occurred in the past and covers a wide range of experimental designs (from single subject to randomized trials). 328 studies were reviewed and almost 4,000 effects were considered. Given the variability in research designs and the breadth of the effects considered, it suggests that DI curricula produce robust results. There was very little decline during maintenance phases of the study and greater exposure to the curricula resulted in greater effects.
Citation: Stockard, J., Wood, T. W., Coughlin, C. & Khoury, C. R. (in press), Review of Educational Research. DOI: 10.3102/0034654317751919
Link: DOI: 10.3102/0034654317751919
January 22, 2018 1:52 pm
Published by Jack States
Homework and academic achievement: A meta-analytic review of research
This study from Turkey looks at the effect of homework on students’ academic achievement. This meta-analysis attempts to answer to the question: “What kind of effect does homework assignment have on students’ academic achievement levels?” The effect size of homework on student achievement was determined to be a small effect size, d = 0.229. Despite the significant time students spend on homework, this study supports previous research that suggest these efforts only have a modest effect. Successful use of homework requires making smart choices about when to assign homework and how much to assign. To maximize the impact, teachers must grade homework assignments promptly and provide timely feedback. Unless these rules are followed, homework unsurprisingly achieves poor results (See Wing Institute Homework Abstract).
Citation: Bas, G., Senturk, C., & Cigerci, F. M. (2017). Homework and academic achievement: A meta-analytic review of research. Issues in Educational Research, 27(1), 31-50.
Link: http://www.iier.org.au/iier27/bas.html
January 22, 2018 11:05 am
Published by Jack States
The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis
This meta-analysis examines the impact of 1st tier reading instruction on reading outcomes for students in grades 4-12 in an Multi-tiered System of Support (MTSS) service delivery model. 37 studies met criteria for inclusion in the meta-analysis. The study finds small, but positive effects for 1st tier reading instruction on comprehension, vocabulary, and indicates minimum evidence for struggling readers maintaining or improving reading comprehension over struggling students receiving typical instruction. Hedges’s g was used calculating effect sizes. Because of the limited number of studies examining phonics/word recognition and fluency instruction, it was not possible these critical instruction areas in this meta-analysis.
Citation: Swanson, E., Stevens, E. A., Scammacca, N. K., Capin, P., Stewart, A. A., & Austin, C. R. (2017). The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis. Reading and Writing, 30(8), 1639-1665.
Link: https://link.springer.com/article/10.1007/s11145-017-9743-3
January 18, 2018 1:03 pm
Published by Jack States
Meta-Analysis of the Effects of Academic Interventions and Modifications on Student Behavior Outcomes
This meta-analysis of single case designed studies examines the effects of academic interventions on student behavior. The interventions examined included modifying task difficulty, instruction in reading, mathematics, or writing and contingent reinforcement for academic performance. The authors used a Non-overlap of all Pairs (NAP) method for calculating effect size for single subject design studies. The study concluded that these interventions produced positive effects on student behavior issues observed in the classroom. The effects were observed to have a moderate effect size ranging from 0.42 to 0. (decreasing disruptive behavior = 0.42), behavioral outcomes = 0.56, and time on task = 0.64). The effects were stronger for increasing student time on task than for reducing disruptive behavior, but both showed positive impacts. This research strengthens the available evidence that well-designed instruction is effective component in creating an effective classroom climate.
Citation: Warmbold-Brann, K., Burns, M. K., Preast, J. L., Taylor, C. N., & Aguilar, L. N. (2017). Meta-Analysis of the Effects of Academic Interventions and Modifications on Student Behavior Outcomes. School Psychology Quarterly. DOI: 10.1037/spq0000207
Link: http://psycnet.apa.org/record/2017-22887-001
December 18, 2017 9:43 am
Published by Jack States
Self-Regulated Strategy Development: Students with a Specific Learning Disability
Self-Regulated Strategy Development (SRSD) is an intervention designed to improve students’ academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities. Based on evidence from single-case design studies, SRSD had potentially positive effects on writing achievement for students with a specific learning disability.
Citation: Mathematica Policy Research (2017). Self-Regulated Strategy Development: Students with a Specific Learning Disability. What Works Clearinghouse. Institute of Education Sciences.
Link: https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_srsd_111417.pdf
December 18, 2017 9:40 am
Published by Jack States
(1) An Evaluation of a Learner Response System (2) The Effects of Financial Incentives on Standardized Testing (3) Do Teacher Observations Make Any Difference to Student Performance?
Commentary: This piece reports on three examples of studies of practices that did not produce positive results and highlights the issue of publication bias in educational research. There are powerful contingencies that shape the publication process in ways that do not always work in the best interest of science. For example, promotion and tenure committees do not give the same weight to published replication studies. Also, journals generally do not publish studies that show no effect resulting in the “file drawer problem”. The only exception to this rule is if a study shows that a widely accepted intervention is not effective. Studies that show no effect may be very experimentally rigorous but because they did not show an experimental effect the studies are relegated to the researchers file drawer. These contingencies result in a publication bias for original research that demonstrates a positive effect. This can result in efforts to systematically review the evidence for an intervention over-estimating its effectiveness. Publishing in peer-reviewed journals is a critical component needed to safeguard the quality of research but these biases reflect potential publication biases. Replication is a fundamental cornerstone of science. Replication studies demonstrate the robustness of a finding. The biases against publishing non-results is a bit more complicated. Some studies that report non-results are unimportant. For example, demonstrating that a car will not run if gas is put in the tires is unimportant. The only important demonstration is one that shows a positive relation between where the gas was put in the car and the car actually running. Other studies reporting non-results are important because they show that a variable that has been experimentally demonstrated to have an impact on student behavior does not have that effect in a replication study or under a particular set of conditions.
News Summary:
- An Evaluation of a Learner Response System: A Learner Response System (LRS) is a classroom feedback tool that is becoming increasing popular. LRS is the practice of teachers and pupils using electronic handheld devices to provide immediate feedback during lessons. Given that feedback has been found to be a powerful tool in learning, it is not surprising that LRS are being adopted. The important question remains, do LRS increase student performance. This study tests a Learner Response System using Promethean handsets to assess whether it improves student outcomes. The study found no evidence that math and reading were improved using the system for 2 years.
- The Effects of Financial Incentives on Standardized Testing: Standardized testing has increasingly been used to hold educators accountable. Incentives are often offered as a way to improve student test performance. This study examines the impact incentives for students, parents and tutors on standardized test results. The researchers provided incentives on specially designed tests that measure the same skills as the official state standardized tests; however, performance on the official tests was not incentivized. This study finds substantial improvement for performance when there were incentives on the results did not generalize to the official test. This calls into question how to effectively use incentives so they will actually produce desired outcomes.
- Do Teacher Observations Make Any Difference to Student Performance? Research strongly suggests that feedback obtained through direct observations of performance can be a powerful tool for improving teacher’s skills. This study examines a peer teacher observation method used in England. The study found no evidence that Teacher Observation improved student language and math scores.
Citation:
(1) Education Endowment Foundation (2017). Learner Response System. Education Endowment Foundation. Retrieved https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/learner-response-system/.
(2) John A. List, Jeffrey A Livingston and Susanne Neckermann. “Do Students Show What They Know on Standardized Tests?” working papers (2016) Available at: http://works.bepress.com/jeffrey_livingston/19/
(3) Education Endowment Foundation (2017). Teacher Observation. Education Endowment Foundation. Retrieved https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/teacher-observation/.
Link:
(1) https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/learner-response-system/
(2) https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/teacher-observation/
