Categories for Effective Instruction
October 26, 2018
Hard Words: Why aren’t kids being taught to read?
This report and podcast examines the scientific basis for how to teach reading to children. This investigation reveals how children learn to read, emphasizing the five critical components of reading instruction. Unfortunately, most teacher preparation programs ignore the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail. This American Public Media documentary assesses the current knowledge base behind sound reading practices, the positive impact of effective reading practices can have on student reading performance, and the challenges faced in implementing these practices in the face of opposition from practitioners of whole language and proponents of balanced reading instruction.
Citation:Hanford, E, (2018). Hard Words: Why aren’t kids being taught to read? American Public Media (APM). https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
Link: https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
October 22, 2018
Teacher Soft Skills Overview
A teacher’s success is predicated on effective mastery of two requisite skill categories: technical competencies and personal competencies (soft skills). Technical skills are the specific skills and factual knowledge intrinsic to a specific job. Technical competencies elemental to teaching include instruction, assessment, and classroom management. Personal competencies, on the other hand, are skills broadly applicable to almost all professions; they create the foundation that enables a person to effectively use technical skills. Personal competencies basic to teaching include high expectations, love of learning, active listening, ability to adapt to novel situations, empathy, cultural sensitivity, positive regard for students, and good time management. Personal competency research shows large effect sizes, ranging from 0.72 to 0.87, for effective teacher-student relations that increase student academic performance and improve classroom climate. Unfortunately, teacher preparation and on-the-job staff development neglect this important training. To remedy the situation, more research is required to better define the field of personal competencies, and expanded training, including coaching, must be adopted during pre-service and induction.
Citation: States, J., Detrich, R. & Keyworth, R. (2018). Overview of Teacher Soft Skills.Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-compentencies-soft-skills.
Links: https://www.winginstitute.org/teacher-compentencies-soft-skills
October 15, 2018
Effective programs in elementary mathematics: A best-evidence synthesis
This research synthesis examines randomized controlled trials and quasi-experimental research on the mathematics achievement outcomes for elementary school programs. The best outcomes were found for tutoring programs. One-to-one and one-to-small group models had equal impacts. The outcomes for tutoring had equally positive outcomes regardless if the person delivering the instruction was a teachers or paraprofessionals. Technology programs showed modest positive impacts. The findings suggest that programs emphasizing personalization, engagement, and motivation are most impactful in elementary mathematics instruction.
Citation:Pellegrini, M., Lake, C., Inns, A, & , Slavin, R. (2018). Effective programs in elementary mathematics: A best-evidence synthesis. Best Evidence Encyclopedia. http://www.bestevidence.org/word/elem_math_Oct_8_2018.pdf
Link: https://files.eric.ed.gov/fulltext/ED527642.pdf
October 15, 2018
Shared Book Reading Interventions With English Learners: A Meta-Analysis
In the United States there is a significant population of children whose second language is English. Research reveals English language learners are overrepresented among students who read at below basic levels. Identifying practices that can increase the proficiency of English learners is essential for these children in order to avoid achievement deficits in later grades. This meta-analysis examines how shared book reading impacts the English language and literacy skills of young children. The study finds a significant positive effect of using shared reading on English learner academic outcomes.
Citation:Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared Book Reading Interventions With English Learners: A Meta-Analysis. Review of Educational Research, 0034654318790909.
Link: http://journals.sagepub.com/doi/10.3102/0034654318790909
September 10, 2018
Instructional Coaching Program and Practice Standards
The New Teacher Center has released guidelines and standards for the implementation of coaching as a powerful means of improving school, teacher, and ultimately student performance. The Instructional Coaching Program Standardsdefine the essential elements of a coaching program designed to accelerate teacher effectiveness. Districts can then use the Instructional Coaching Practice Standards as a framework to implement the components in a strategic, quality practice. The components consist of selection, roles, and responsibilities of coaches who will provide focused instructional assistance to teachers; preparation, development, and ongoing support for those coaches; a collaborative system of formative assessment of practice for teachers and coaches; and targeted, differentiatedprofessional learning opportunities for teachers. Formal standards are necessary for overcoming deficits inherent in previous in-service and teacher induction efforts that often left implementation of teacher training up to each personto define. This transformation is essential in assuring a consistency of practice for all the differing interventions currently bundled under the coaching label. These new coaching standards are a clarification and distillation of current practice elements, and are designed to make coaching more productive and cost effective.
Citation:
New Teacher Center (2018). Instructional Coaching Program and Practice Standards. New Teacher Center. https://newteachercenter.org
Link: https://p.widencdn.net/1bqq6o/IC-Program-Standards-2018
https://p.widencdn.net/2bev1d/IC-Practice-Standards-2018
September 10, 2018
Does Tailoring Instruction to “Learning Styles” Help Students Learn?
In this 2018 analysis, Daniel Willingham revisits his 2005 review of the literature on learning styles. Thirteen years ago he concluded there is no evidence supporting theories that distinguish between visual, auditory, and kinesthetic learning styles and improved achievement. To update his earlier study, Willingham examined research published since 2005. Learning style theorists have postulated that teaching to a specific learning style will help struggling students achieve success in school. Willingham begins by differentiating between learning style and ability. He defines learning style as the way a person completes tasks, and ability as how well the person executes the tasks. Learning style advocates believe that having a student focus on a preferred style will lead to improved performance. The recent research examined by Willingham supports his earlier conclusion: “There is not convincing evidence to support the idea that tailoring instruction according to a learning-styles theory improves student outcomes.” Matching instruction to learning style ultimately offers no credible benefit to students.Willingham did find new research confirming that people do show a preference for one style over another, but acting on the preference does not improve performance.
The implications from this research are that educators do not need to match learning style to student. Finally, it is worthwhile for teachers to teach students strategies that are effective and necessary for solving specific problems such as memorizing information, reading with comprehension, overcoming math anxiety, and avoiding distraction.
Citation: Willingham, D. T. (2018). Does tailoring instruction to “learning styles” help students learn? Ask the cognitive scientist. American Educator, 28–43.
Link: https://www.aft.org/sites/default/files/ae_summer2018_willingham.pdf
September 10, 2018
Effectiveness of the Practice Style and Reciprocal Style of Teaching: A Meta-Analysis
This meta-analysis looks at the effectiveness of two strategies in teaching motor skills to students: practice and reciprocal. The research examined two of the 11 teaching strategies identified in Mosston’s Spectrum of Teaching Styles designed for teachers in physical education. Six studies met the criteria for inclusion in this paper. The practice strategy involves the student in the decision-making process. The reciprocal strategy assigns each learner to a specific role: One learner performs the task and the other is the observer who offers immediate and ongoing feedback using a criteria sheet designed by the teacher. At the end of the practice, the students switch roles.
The study showed a very large effect size of 1.16 for the practice strategy, and a large effect size of 0.94 for the reciprocal strategy. It would not be surprising to see these particularly large effect sizes moderated in subsequent replication studies (Makel & Plucker, 2014; van Aert & van Assen, 2018). The study confirms previous research on reciprocal teaching as an effective instructional strategy. Reciprocal teaching has been found to be a powerful strategy for teaching reading and other academic subjects. John Hattie (1995) reported an effect size of 0.74 for reciprocal teaching. The takeaway from this meta-analysis is that practice and reciprocal styles have positive effects on motor skill acquisition.
Citations:
Chatoupis, C., & Vagenas, G. (2018). Effectiveness of the practice style and reciprocal style of teaching: A meta-analysis. Physical Educator, 75(2), 175–194.
Makel, M. C., & Plucker, J. A. (2014). Facts are more important than novelty: Replication in the education sciences. Educational Researcher, 43(6), 304–316.
van Aert, R. C. M., & van Assen, M. A. L. M. (2018). Examining reproducibility in psychology: A hybrid method for combining a statistically significant original study and a replication. Behavior Research Methods, 50(4),1515–1539.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Link: http://scholar.uoa.gr/sites/default/files/gvagenas/files/chatoupis_vagenas_2018.pdf
September 10, 2018
A Review of the Relationship Between Parental Involvement Indicators and Academic Achievement
This review examines the relationship between parental involvement and student academic achievement. The definition of parental involvement isn’t always clear and encompasses a wide range of parental interventions and involvement in a child’s education. Two types of parental involvement are generally examined in the available research: home-based strategies, such as providing structure and support for learning and education at home, and school-based strategies, such as communicating with teachers and attending school events.
- Parental involvement and early childhood academic achievement(22 studies)
The majority of studies reported small to medium positive effect sizes on achievement for parental interventions in early childhood. When parents engage with preschoolers in learning activities at home, academic achievement improves. Research suggests that enriching activities such as telling stories, teaching letters and numbers, engaging in problem-solving activities, singing songs, and playing games improve children’s literacy skills. Research on parental involvement in school revealed mixed results depending on the type of involvement.
- Parental involvement and academic achievement for elementary school children(22 studies)
The majority of studies of elementary school children that examined the link between parental involvement and school achievement found a small to medium impact in math and reading. Not all studies reported positive outcomes and a small number reported a negative relationship to student achievement. It is important to note that outcomes for parental involvement varied according to the form of parental activity being examined.
This review found that parents’ educational expectations were the strongest predictor of academic achievement for elementary school children. Negative outcomes were associated with parents applying academic pressure in the form of commands, punishment, or coercive interactions. On the other hand, positive parental engagement, such as praising children’s performance, progress, and efforts and letting children know they cared about them and their school performance, was related to improved academic performance.
- Parental involvement and academic achievement at middle school, high school, and beyond(31 studies)
The majority of the studies investigated the link between parental involvement and student achievement in math and literacy. Most reported small to medium positive effect sizes associated with parental involvement and academic achievement.
Parental expectations were generally reported to have a positive correlation with academic achievement, or higher GPA. Valuing academic achievement and then reinforcing it produced significant positive outcomes in mathematics among high school students. Parent-child discussions about school activities and educational planning produced positive outcomes and reduced truancy. Parental control and interference resulted in negative academic achievement. Parents attending school events, meeting with teachers, and/or volunteering at school produced no improvement in academic performance.
Summary
The strongest associations with improved student performance across all grades were parental expectations and aspirations. The review also concluded that parental involvement and academic achievement do not diminish as children grow into young adulthood. What does change is how parents engage with their child over time; direct involvement in learning diminishes, but the value of fostering conditions for academic success increases. Parents seem to affect their children’s academic outcomes by setting high academic expectations and by creating, in ways not considered intrusive or controlling, a comfortable space for the children to develop their own academic motivations. The review also found that the benefits of school-based involvement by parents are not strong or produce mixed results.
Citation:Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30.
Link: https://dspace.ou.nl/bitstream/1820/9860/1/35%20A%20review%20of%20the%20relationship%20between%20parental%20involvement%20indicators%20and%20academic%20achievement..pdf
July 26, 2018
Teacher Evaluation Overview (Wing Institute Original Paper)
Teachers contribute to student achievement. As a practice, teacher evaluation has developed over time. Today, the focus of teacher evaluation is to determine the impact of teaching on student outcomes and for use as professional development. Research on teacher evaluation has produced mixed results. This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included. (Read More)
Citation: Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative.
Link: https://www.winginstitute.org/policy-initiatives-teacher-evaluation
July 24, 2018
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis
News Summary: This meta-analysis examines the impact of professional development on program quality and educational outcomes for children in early childhood programs. The study attempts to answer three questions: (1) evaluate the impact of in-service programs for early childhood professional development, (2) identify program characteristics that moderate the effects of training on quality of service, and (3) identify the links between in-service training to childhood outcomes. To be included in this analysis a study must address staff development for early childhood instructors, be a quantitative experimental or quasi-experimental study, and report effect sizes or comparable data. The study reported a positive impact on the quality of services as evidenced by scores on Classroom Assessment Scoring System, Early Language and Literacy Classroom Observation, Environmental Rating Scales, and Individualized Classroom Assessment Scoring System. A medium effect size of 0.68 was found for improving process outcomes. A second meta-analysis of nine studies provided data on both quality ratings and child development and showed a small effect at child outcomes ES = 0.14. The study found great variances across professional development programs. The researchers established that intensity, duration, and training formats were critical factors in the determination of which programs offering the most effective services. This is not surprising as professional development encompasses a myriad of different practices; some effective and others that produce poor outcomes. This study found programs offering 45-60 hours of training had the greatest impact on process and child outcomes. Programs that offered coaching as an integral component of the training were almost three times as effective as programs that did not.
Citation:Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401-433.
Link: https://www.researchgate.net/profile/Ruben_Fukkink/publication/322083401_Impact_of_In-Service_Professional_Development_Programs_for_Early_Childhood_Teachers_on_Quality_Ratings_and_Child_Outcomes_A_Meta-Analysis/links/5af01fd5458515f5998465d6/Impact-of-In-Service-Professional-Development-Programs-for-Early-Childhood-Teachers-on-Quality-Ratings-and-Child-Outcomes-A-Meta-Analysis.pdf
