Author Archives for Jack States
October 4, 2017 2:46 pm
Published by Jack States
Historically, treatment integrity has been defined as implementation of an intervention as planned (Gresham, 1989). More recently, treatment integrity has been reimagined as multidimensional (Dane & Schneider, 1998). In this conceptualization of treatment integrity are four dimensions relevant to practice: (a) exposure (dosage), (b) adherence, (c) quality of delivery, and (d) student responsiveness. It is important to understand that these dimensions do not stand alone but rather interact to impact the ultimate effectiveness of an intervention. It is important for educators to assess all dimensions of treatment integrity to assure that it is being implemented as intended.
Citation: Detrich, R., States, J. & Keyworth, R. (2017). Dimensions of Treatment Integrity Overview. Oakland, Ca. The Wing Institute
Link: https://www.winginstitute.org/treatment-integritydimensions
October 4, 2017 12:56 pm
Published by Jack States
For the best chance of a positive impact on educational outcomes, two conditions must be met: (a) Effective interventions must be adopted, and (b) those interventions must be implemented with sufficient quality (treatment integrity) to ensure benefit. To date, emphasis in education has been on identifying effective interventions and less concern with implementing the interventions. The research on the implementation of interventions is not encouraging. Often, treatment integrity scores are very low and, in practice, implementation is rarely assessed. If an intervention with a strong research base is not implemented with a high level of treatment integrity, then the students do not actually experience the intervention and there is no reason to assume they will benefit from it. Under these circumstances, it is not possible to know if poor outcomes are the result of an ineffective intervention or poor implementation of that intervention. Historically, treatment integrity has been defined as implementing an intervention as prescribed. More recently, it has been conceptualized as having multiple dimensions, among them dosage and adherence which must be measured to ensure that it is occurring at adequate levels.
Citation: Detrich, R., States, J., & Keyworth, R. (2107). Overview of Treatment Integrity. Oakland, Ca. The Wing Institute.
Link: https://www.winginstitute.org/evidence-based-decision-making-treatment-integrity
September 26, 2017 10:33 am
Published by Jack States
Preventing Dropout in Secondary Schools
This What Works Clearinghouse practice guide provides educators and administrators with four evidence-based recommendations for reducing dropout rates in middle and high schools. The guide offers specific, strategies; examples of how to implement the practices; advice on how to overcome obstacles; and a summary of the supporting evidence.
Citation: Rumberger, R. W., et al. (2017). Educator’s Practice Guide: Preventing Dropout in Secondary School. IES National Center for Education and Evaluation and Regional Assistance.
Link: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_dropout_092617.pdf
September 6, 2017 10:18 am
Published by Jack States
Beall’s List of Predatory Journals and Publishers
This news item offers a list of questionable, scholarly open-access publishers. In an era in which we are bombarded with volumes of research, it becomes ever more challenging to decide which journals and publishers are reputable. This web site reviews, assesses, and provides guidelines on how to decide which are trustworthy, whether you want to submit articles, serve as an editor, or serve on an editorial board. The web site provides a list that mostly consists of open access journals, although, a few non-open access publishers whose practices match those of predatory publishers have been added to the list.
Citation: Beall, J. (2012). Predatory publishers are corrupting open access. Nature, 489(7415), 179.
Web Site: Beall’s List of Predatory Journals and Publishers
August 29, 2017 10:37 am
Published by Jack States
Restructuring Environmental Contingencies and Enhancing Self-Managed Supervision
The results of the 2016-17 Wing Institute’s research grant are now available on our web site. Laura Kern submitted the selected study that examines the effects of a brief training on active supervision and self-management and the use of a simple strategy of self-management (e.g., checklist and Direct Behavior Rating Scales to change adult behavior).
Three research questions were addressed related to recess supervisor and student behaviors:
- What are the effects of a brief training on self-management on recess supervisors’ active supervision behaviors?
- What are the effects of increasing active supervision on students’ problematic behavior during recess?
- Will any increase in recess supervisor’s use of self-management be maintained with the sole use of direct behavior rating scales as part of a self-management strategy of the adult active supervision
Link: Go to Research section
August 8, 2017 10:54 am
Published by Jack States
A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?
This meta-analysis of early childhood education programs in the U.S. examines the impact of class size and child to teacher ratios on the cognitive, achievement, and socioemotional outcomes for children. The study found no socially significant relationship with cognitive and achievement effect size for either class size or child to teacher ratios. The only notable improvement in effect size was found when child to teacher ratios were lower than 7.5-1.
Citation: Bowne, J. B., Magnuson, K. A., Schindler, H. S., Duncan, G. J., & Yoshikawa, H. (2017). A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?. Educational Evaluation and Policy Analysis, 0162373716689489.
Link: http://journals.sagepub.com/doi/abs/10.3102/0162373716689489
August 4, 2017 12:42 pm
Published by Jack States
Find Out If Your Job Will Be Automated
Bloomberg has published an interactive graphic that reveals valuable information on the probability of a particular employment path being impacted by automation. The graphic also provides information on average annual wage, number of people employed in the sector, and academic degree required for the job. This data is especially important as schools consider models for preparing students’ future careers. As schools are increasingly held accountable for career preparation, how can educators use this data to create career pathways that will adequately equip students with the skills and knowledge required for well-paying jobs obtainable when they graduate?
Citation: Whitehouse, M., & Rojanasakul, M. (2017). Find out if your job will be automated. Retrieved from
Link: https://www.bloomberg.com/graphics/2017-job-risk/
August 3, 2017 1:34 pm
Published by Jack States
The Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
C-SAIL was established in July 2015 as a resource on the implementation and effects of college and career readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.
The goals of C-SAIL are:
- Compare and contrast college and career readiness standards implementation in English language arts (ELA) and math across different states.
- Capture the differences in approaches to implementation between states, districts, schools, and classrooms, and between students within a classroom, and determine their effects.
- Measure college and career readiness standards’ impact on student achievement, through NAEP scores, high school graduation rates, and college enrollment and employment rates.
- Create and make available new tools for teachers to monitor in real-time how well-aligned the content of their enacted curriculum is to their states’ college and career readiness standards in ELA and math.
- Test the Feedback on Alignment and Support for Teachers (FAST) Program to support teachers through feedback and coaching.
- Engage policymakers, education practitioners, and researchers in national discussions of the Center’s work and its findings.
Eight reports have been published in 2017.
- How is policy affecting classroom instruction?
- Standards Implementation in Kentucky: Local Perspective on Policy, Challenges, Resources, and Instruction
- Standards Implementation in Texas: Local Perspective on Policy, Challenges, Resources, and Instruction
- Standards Implementation In Ohio: Local Perspectives on Policy, Challenges, Resources, and Instruction
- Year 1 State Report: Texas
- Year 1 State Report: Ohio
- Year 1 State Report: Massachusetts
- Year 1 State Report: Kentucky
Citation:
- Edgerton, A. Polikoff, M., Desimone, L. (2017). How is policy affecting classroom instruction?. Evidence Speaks Reports. Volume 2, #14. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
- Edgerton, A. Polikoff, M., Desimone, L. (2017). Standards Implementation in Kentucky: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
- Edgerton, A. Polikoff, M., Yang, R. (2017). Standards Implementation in Texas: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
- Edgerton, A. Polikoff, M., Yang, R. (2017). Standards Implementation in Ohio: Local Perspective on Policy, Challenges, Resources, and Instruction. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
- Flores, N., Nichols, T. P., Pak, K., Plummer, E., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Texas. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
- Stornaiuolo, A., Flores, N., Nichols, T. P., Pak, K., Plummer, E., and Desimone L. (2017). Year 1 State Report: Ohio. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
- Nichols, T. P., Plummer, E., Flores, N., Pak, K., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Massachusetts. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
- Pak, K., Flores, N., Nichols, T. P., Plummer, E., Stornaiuolo, A., and Desimone L. (2017). Year 1 State Report: Massachusetts. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
Link: http://www.c-sail.org/publications
August 3, 2017 8:49 am
Published by Jack States
The Relationship Between Teacher Qualification and the Quality of the Early Childhood Education and Care Environment
Research suggests that inadequate or poor-quality early education and care can lead to increased negative social, emotional, educational, health, economic, and conduct outcomes for children. This systematic review published by the Campbell Collaboration examines the evidence on the relationship between childcare teacher qualification and the quality of the care children receive. The study reveals that the higher the qualification, the higher the quality of the services delivered and, most important, the more positive the outcomes.
Citation: Manning, M., Garvis, S., Fleming, C., & Wong, G. T. W. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 1. Oslo, Norway: Campbell Collaboration.
Link: http://files.eric.ed.gov/fulltext/ED573516.pdf
August 1, 2017 10:43 am
Published by Jack States
A Guide to Calculating District Expenditure-to-Performance Ratios Using Publicly Available Data
Efficient use of educational resources is a perennial challenge for school systems. Maximizing the impact of education interventions to magnify student achievement is an important goal for all school districts. This guide examines the use of expenditure-to-performance ratios as a critical indicator for school systems to help decide which interventions make sense when education dollars are at a premium. It describes how states and districts can use available data on district expenditures and student academic achievement to calculate six district-level expenditure-to-performance ratios.
Citation: Ryan, S., Lavigne, H. J., Zweig, J. S., & Buffington, P. J. (2017). A guide to calculating district expenditure-to-performance ratios using publicly available data. (REL 2017-179). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands.
Link: http://files.eric.ed.gov/fulltext/ED572599.pdf
