Categories for Education Outcomes
May 12, 2021
Back-to-school metrics: How to assess conditions for teaching and learning and to measure student progress during the COVID-19 pandemic. In response to the COVID-19 pandemic, the Regional Educational Laboratory (REL) Midwest is featuring a blog series addressing the many challenges that educators, caregivers, and students are facing. In this post, Susan Bowles Therriault, Ed.D., a managing researcher at the American Institutes for Research (AIR), describes school- and classroom-level metrics that administrators and teachers can use to assess teaching and learning conditions and measure student progress and engagement in a remote or hybrid learning setting.
Citation: Therriault, S. B. (2020). Back-to-school metrics: How to assess conditions for teaching and learning and to measure student progress during the COVID-19 pandemic. Regional Education Laboratory Program (REL).
Link: https://ies.ed.gov/ncee/edlabs/regions/midwest/blogs/back-to-school-metrics-covid.aspx
May 12, 2021
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. Formative assessment has the potential to support teaching and learning in the classroom. This study reviewed the literature on formative assessment to identify prerequisites for effective use of formative assessment by teachers. The results show that (1) knowledge and skills (e.g., data literacy), (2), psychological factors (e.g., social pressure), and (3) social factors (e.g., collaboration) influence the use of formative assessment. The prerequisites identified can inform professional development initiatives regarding formative assessment, as well as teacher education programs.
Citation: Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602.
Link: https://www.sciencedirect.com/science/article/pii/S0883035520300082
May 12, 2021
Formative Assessment As A Tool To Enhance The Development Of Inquiry Skills In Science Education. Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementa- tion of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students’ inquiry skills.
Citation: Ganajová, M., Sotáková, I., Lukáč, S., Ješková, Z., Jurková, V., & Orosová, R. (2021). Formative Assessment As A Tool To Enhance The Development Of Inquiry Skills In Science Education. Journal of Baltic Science Education, 20(2), 204.
Link: https://www.proquest.com/openview/4bb3a5d830d061f88f2bd018b6f08304/1?pq-origsite=gscholar&cbl=4477238
May 5, 2021
NEPC Review: “Student Assessment During COVID-19. School closings and the ever-increasing number of deaths provide the backdrop for a proposal by the Center for American Progress (CAP) to deny waivers of the federally mandated administration of standardized tests in spring 2021. Further, the federal government proposes to add to those assessments in ways that CAP argues would make the test results more useful. In its recent report, CAP sides with the Department of Education’s policy of denying such requests for waivers, and it calls for additional assessments that “capture multiple as- pects of student well-being, including social-emotional needs, engagement, and conditions for learning” as well as supplementary gathering of student information. The report contends this will ensure greater equity in the time of the pandemic, supposedly through the addition of the new measures to annual assessments.
Citation: Glass, G.V., Mathis, W.J., & Berliner, D.C. (2020). NEPC Review: “Student Assessment During COVID-19.” Boulder, CO: National Education Policy Center. Retrieved May 5, 2021 from http://nepc.colorado.edu/thinktank/pandemic-assessment
Link: https://nepc.colorado.edu/sites/default/files/reviews/NR%20Berliner-Glass-Mathis_0.pdf
April 14, 2021
Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development. Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development. The authors report the results of a two-year study assessing the cost-effectiveness of instructional coaching through a design-based, continuous improvement research model. Our findings suggest that coaching programs can become more cost-effective over time, as coaches and teachers refine their work together.
Citation: Knight, D. S., & Skrtic, T. M. (2020). Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development. Journal of School Leadership, 1052684620972048.
Link: https://journals.sagepub.com/doi/abs/10.1177/1052684620972048
April 13, 2021
The Effects Of High-Quality Professional Development On Teachers And Students. This study includes an analysis of 52 randomized controlled trials evaluating teacher development programs, in order to establish their impact on pupil and teacher outcomes. The results suggest continued professional development has a significant effect on student learning.
Citation: Fletcher-Wood, H. and Zuccollo, J. (2020). The Effects Of High-Quality Professional Development On Teachers And Students: A Rapid Review and Meta-analysis. London, UK: Education Policy Institute. https://epi.org.uk/wp-content/uploads/2020/02/EPI-Wellcome_CPD-Review__2020.pdf
Link: https://epi.org.uk/wp-content/uploads/2020/02/EPI-Wellcome_CPD-Review__2020.pdf
April 12, 2021
Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development. Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers’ content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days.
Citation: Liu, S., & Phelps, G. (2020). Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development. Journal of Teacher Education, 71(5), 537-550.
Link: https://www.researchgate.net/profile/Geoffrey-Phelps/publication/337356641_Does_Teacher_Learning_Last_Understanding_How_Much_Teachers_Retain_Their_Knowledge_After_Professional_Development/links/5ed1530c92851c9c5e6640b0/Does-Teacher-Learning-Last-Understanding-How-Much-Teachers-Retain-Their-Knowledge-After-Professional-Development.pdf
April 12, 2021
Teacher Professional Development Challenges Faced by Rural Superintendents. 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. These barriers must be addressed to ensure a high-quality education for all rural students. The purpose of this qualitative study was to explore the common experiences and perceptions of superintendents responsible for providing teacher professional development in rural school districts.
Citation: Cadero-Smith, L. A. (2020). Teacher Professional Development Challenges Faced by Rural Superintendents. Monument, CO: International Society for Technology, Education and Science (ISTES). https://files.eric.ed.gov/fulltext/ED605531.pdf.
Link: https://files.eric.ed.gov/fulltext/ED605531.pdf
April 12, 2021
The effects of targeted professional development on teachers’ use of empirically supported classroom management practices. Research suggests teachers receive limited training and support in classroom management, making it essential that school leaders provide efficient and effective professional development opportunities. This paper looks at the effects of a targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers’ use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). The results find that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill, and teachers’ increased use of OTRs during TPD was neither statistically significant nor sustained. Teachers found TPD to be acceptable, usable, and feasible.
Citation: Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2020). The effects of targeted professional development on teachers’ use of empirically supported classroom management practices. Journal of Positive Behavior Interventions, 22(1), 3-14.
Link: https://journals.sagepub.com/doi/full/10.1177/1098300719859615
April 9, 2021
Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education. This research looks at the results from a meta-analysis of 14 different preservice experiences for beginning teacher preparation. The study finds that clinically rich field experiences and instruction that include practicing new skills involve coaching, clinical supervision, performance feedback, and collaborative learning opportunities stood out as critical practices that improve beginning teacher outcomes.
Citation: Dunst, C. J., Hamby, D. W., Howse, R. B., Wilkie, H., & Annas, K. (2020). Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education. Higher Education Studies, 10(1), 29-47.
Link: https://files.eric.ed.gov/fulltext/EJ1236015.pdf
