Categories for Education Outcomes
February 9, 2021
Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. In the context the authors assessed whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention.
Citation: Van Camp, A. M., Wehby, J. H., Copeland, B. A., & Bruhn, A. L. (2021). Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. Journal of Positive Behavior Interventions, 23(1), 53-64.
Link: https://journals.sagepub.com/doi/abs/10.1177/1098300720916716
February 9, 2021
Gamification for Classroom Management: An Implementation Using ClassDojo. Research supports effective classroom management as an essential component of successful instruction. In order to promote learning and reduce negative behaviors and increase positive ones, this study intervention used gamification as the educational approach and ClassDojo as the online tool to track behavior to determine the effectiveness of both elements to achieve the goal. The study showed the benefit of this method and app regarding the improvement of desired behaviors as well as the decrease of the disruptive ones. The implementation engaged the students and activated their behavioral development in order to display a better performance.
Citation: Barahona Mora, A. (2020). Gamification for Classroom Management: An Implementation Using ClassDojo. Sustainability, 12(22), 9371.
Link: https://www.mdpi.com/2071-1050/12/22/9371/pdf
February 9, 2021
An Evaluation of the Caught Being Good Game With an Adolescent Student Population. This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. The CBGG was effective in leading to increases in academically engaged behavior and decreases in disruptive behavior in the participating class group.
Citation: Bohan, C., Smyth, S., & McDowell, C. (2021). An Evaluation of the Caught Being Good Game With an Adolescent Student Population. Journal of Positive Behavior Interventions, 23(1), 42-52.
Link: https://pure.ulster.ac.uk/ws/files/78831798/JPBI_19_112.R3_Proof_hi.pdf
February 9, 2021
Effective classroom management is critical for student and teacher success. Current approaches to assess teachers’ classroom management are either (a) simple and efficient, but have unknown psychometric properties, or (b) psychometrically sound, but resource intensive.This article describes the development and validation of a four-item rating of teachers’ active supervision, opportunities to respond, specific praise, and positive to corrective ratio.
Citation: Simonsen, B., Freeman, J., Kooken, J., Dooley, K., Gambino, A. J., Wilkinson, S., … & Kern, L. (2020). Initial validation of the Classroom Management Observation Tool (CMOT). School Psychology, 35(3), 179. (https://psycnet.apa.org/record/2020-32849-001)
Link: https://psycnet.apa.org/record/2020-32849-001
January 25, 2021
Differential Reinforcement Overview. Across school settings, the ultimate goal is for students to engage in appropriate behavior instead of inappropriate behavior so all students may access a safe and productive learning environment. In the overviews on supporting appropriate behavior and decreasing inappropriate behavior, the behavioral processes of reinforcement and negative consequences are discussed along with interventions based on these principles. Differential reinforcement involves combining these two processes to promote optimal behavior; appropriate or desirable behavior is reinforced, and inappropriate or undesirable behavior is not reinforced. Further, there are several variations of differential reinforcement, allowing for flexibility and individualization for the context in which the intervention is to be applied.
Citation: Guinness, K., Detrich, R., Keyworth, R. & States, J. (2021). Overview of Differential Reinforcement. Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-differential
Link: https://www.winginstitute.org/instructional-delivery-differential
January 25, 2021
In the midst of the Covid-19 pandemic, States are struggling to reopen and keep open, most, if not all, of their 138,000 K-12 schools. Given this level of uncertainty, it is critical to track data that will help schools identify problems quickly, assess their nature, and respond in timely and effective ways to safeguard the health of students and education staff while providing a quality education. This Wing Institute dashboard will on track issues regarding the reopening of schools under the Covid-19 pandemic.
Citation: American Academy of Pediatrics. (2021). Children and COVID-19: State-Level Data Report. 2021. Available in: https://downloads.aap.org/AAP/PDF/AAP%20and%20CHA%20-%20Children%20and%20COVID-19%20State%20Data%20Report%201.14.21.pdf
Link: https://www.winginstitute.org/covid-19-impact
January 21, 2021
Planning for the Future: Leadership Development and Succession Planning in Education. School Superintendents face immense challenges in recruiting and retaining high-quality principals and district leaders. As a result, superintendents continually recruit and hire new assistant principals and district-level leaders. This article looks at the research and best practices on succession planning in education and other sectors.
Citation: Fusarelli, B. C., Fusarelli, L. D., & Riddick, F. (2018). Planning for the future: Leadership development and succession planning in education. Journal of Research on Leadership Education, 13(3), 286-313.
Link: https://journals.sagepub.com/doi/10.1177/1942775118771671
January 19, 2021
The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Initiative. Over the past 20 years, significant resources have been spent to raise low-performing schools’ performance. This research examines the impact of federally mandated school reforms under the Every Student Succeeds Act (ESSA) on North Carolina schools. The revised education legislation allows states more discretion in reforming their lowest-performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. This study relies on a regression discontinuity design to evaluate North Carolina’s turnaround initiative aligned with ESSA requirements. The results reveal no significant growth in student test performance and decreased performance in year two. Schools also continued to experience high teacher turnover despite the school reform intervention.
The study authors suggest current reform interventions that do not disrupt the status quo of how schools go about instruction are likely to fail. The paper also highlights the need for school leaders to embrace implementation science to ensure that adequate resources are available to implement initiatives as designed.
Citation: Henry, G. T., & Harbatkin, E. (2020). The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Intervention. Journal of Research on Educational Effectiveness, 13(4), 702-730.
Link: https://www.edworkingpapers.com/sites/default/files/ai19-103.pdf
January 12, 2021
Using State-Level Policy Levers to Promote Principal Quality: Lessons from Seven States Partnering with Principal Preparation Programs and District. States play a role in fostering an environment that develops and supports effective school principals. This report identifies key levers that states can pull to try to improve the principal performance: standards for the job; recruitment; oversight of principal preparation programs; principal licensure; evaluation of principals; professional development; and development of “leader tracking systems”.
Citation: Gates, S. M., Woo, A., Xenakis, L., Wang, E. L., Herman, R., Andrew, M., & Todd, I. Using State-Level Policy Levers to Promote Principal Quality. Santa Monica, CA: Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf
Link: https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf
January 11, 2021
Barriers to Strategic Leadership in Education. The concept of strategic leadership has been in the discourse of corporate governance and management but in recent days, strategic leadership has become a concept in education literature. Strategic leadership is also relevant in education more especially in a PK-12 educational setting. This chapter focuses on the barriers that hinder strategic leadership in education. Overcoming the challenges will not only help PK-12 school leaders to become very effective but also will make them more efficient in their work as school leaders.
Citation: Cobbinah, J. E. (2020). Barriers to Strategic Leadership in Education. In Strategic Leadership in PK-12 Settings (pp. 82-93). IGI Global.
Link: https://www.researchgate.net/publication/338300396_Barriers_to_Strategic_Leadership_in_Education
