Categories for Uncategorized
January 28, 2019
High-Quality Education Research.
A recent article published in Best Evidence in Brief examines the issues of quantity and quality of education research. Robert Slavin highlights the progress made over the past 30 years in delivering the evidence that education practitioners need to make informed decisions. His conclusions are based on three studies: Effective Programs for Struggling Readers: A Best-Evidence Synthesis; A Synthesis of Quantitative Research on Reading Programs for Secondary Students; and Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. The research found that the number of rigorous randomized or quasi-experimental studies in elementary reading for struggling readers, secondary reading, and elementary math rose significantly over the past 20 years. Despite the important gains, the trend may be going in the wrong direction. Given the importance of research in developing an effective evidence-based culture in education, educators need to diligently support the production of the types of research (including replication studies) essential to building a robust evidence base.
Citations:
Slavin, R. (2019). Replication. [Blog post]. Retrieved from https://robertslavinsblog.wordpress.com/2019/01/24/replication/
Baye, A., Inns, A., Lake, C., & Slavin, R. E. (2018). A synthesis of quantitative research on reading programs for secondary students. Reading Research Quarterly.
Inns, A., Lake, C., Pellegrini, M., & Slavin, R. (2018). Effective programs for struggling readers: A best-evidence synthesis.Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
Pellegrini, M., Inns, A., & Slavin, R. (2018). Effective programs in elementary mathematics: A best-evidence synthesis.Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
Link: For copies of the papers presented at the annual meeting, please contact sdavis@SuccessForAll.org, and for the Baye article, go to https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.229
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 6, 2018
The Wing Institute is recruiting contract-based content writers in the field of evidence-based education. We are looking for professionals who can: 1) conduct literature reviews; 2) analyze the relevant data, research, and policies; and 3) write succinct overviews for publication on our web site.
- Positions to be filled by November 1, 2018.
- Please send resume to Jack States at the Wing Institute: jstates@winginstitute.org
Research topics will focus on the eight education drivers associated with student achievement and success in school. These drivers encompass essential practices, procedures, resources, and management strategies. Specific topics include but are not limited to: skills for effective teaching, effective teacher training, quality of leadership, and external influences affecting student outcomes.
Those interested must be able to analyze both the quality and quantity of evidence studies to determine if current research meets a threshold of evidence for providing information to support the work of educators.
Criteria for inclusion is based on:
- Quality: A continua of evidence prioritizing well designed randomized trials and single subject designed studies.
- Quantity: A continua of evidence spotlighting meta-analyses and replications of single subject designed studies.
Each Overview consists of a summary of the research, graphics as needed, and citations, and supporting conclusions.
Compensation
- $1,000 for each Overview (1,500 to 2,500 words)
- Author’s name on the publication
- Working with other professional is the field of evidence-based education
Expectations
- Work with internal teams to obtain an in-depth understanding of evidence-based research.
- Work remotely and supply your own equipment (computer)
- Plan, develop, organize, write the above documents.
- Analyze documents to maintain continuity of style of content and consistency with prior Wing Institute documents.
- Recommend updates and revisions derived from updates in research.
Education
- Master’s degree in Education, Behavior Analysis, English, Psychology, Communication, or related degrees, is required.
Skills
Ability to deliver high quality documentation
- Ability to communicate complex or technical information easily
- Excellent written and verbal communication skills in English
- Ability to write from the perspective of education policy makers, school administrators, teachers, and parents
April 23, 2018
The Wing Institute is recruiting contract-based content writers in the field of evidence-based education. We are looking for professionals who can: 1) conduct literature reviews; 2) analyze the relevant data, research, and policies; and 3) write succinct overviews for publication on our web site.
- Positions to be filled by November 1, 2018.
- Please send resume to Jack States at the Wing Institute: jstates@winginstitute.org
Research topics will focus on the eight education drivers associated with student achievement and success in school. These drivers encompass essential practices, procedures, resources, and management strategies. Specific topics include but are not limited to: skills for effective teaching, effective teacher training, quality of leadership, and external influences affecting student outcomes.
Those interested must be able to analyze both the quality and quantity of evidence studies to determine if current research meets a threshold of evidence for providing information to support the work of educators.
Criteria for inclusion is based on:
- Quality: A continua of evidence prioritizing well designed randomized trials and single subject designed studies.
- Quantity: A continua of evidence spotlighting meta-analyses and replications of single subject designed studies.
Each Overview consists of a summary of the research, graphics as needed, and citations, and supporting conclusions.
Compensation
- $1,000 for each Overview (1,500 to 2,500 words)
- Author’s name on the publication
- Working with other professional is the field of evidence-based education
Expectations
- Work with internal teams to obtain an in-depth understanding of evidence-based research.
- Work remotely and supply your own equipment (computer)
- Plan, develop, organize, write the above documents.
- Analyze documents to maintain continuity of style of content and consistency with prior Wing Institute documents.
- Recommend updates and revisions derived from updates in research.
Education
- Master’s degree in Education, Behavior Analysis, English, Psychology, Communication, or related degrees, is required.
Skills
Ability to deliver high quality documentation
- Ability to communicate complex or technical information easily
- Excellent written and verbal communication skills in English
- Ability to write from the perspective of education policy makers, school administrators, teachers, and parents
March 22, 2018
Summative Assessment Overview
Summative assessment is an appraisal of learning at the end of an instructional unit or at a specific point in time. It compares student knowledge or skills against standards or benchmarks. Summative assessment evaluates the mastery of learning whereas its counterpart, formative assessment, measures progress and functions as a diagnostic tool to help specific students. Generally, summative assessment gauges how a particular population responds to an intervention rather than focusing on an individual. It often aggregates data across students to act as an independent yardstick that allows teachers, administrators, and parents to judge the effectiveness of the materials, curriculum, and instruction used to meet national, state, or local standards. Summative assessment includes midterm exams, final project, papers, teacher-designed tests, standardized tests, and high-stakes tests. As a subset of summative assessment, standardized tests play a pivotal role in ensuring that schools are held to the same standards and that all students regardless of race or socio-economic background perform to expectations. Summative assessment provides educators with the metrics to know what’s working and what’s not.
Citation: States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative.
Link: https://www.winginstitute.org/assessment-summative
November 15, 2017
Reading Comprehension Tests Don’t Test Reading
In this video from Cool Reading Facts, Daniel Willingham, professor of psychology at the University of Virginia, discusses significant factors key to success in reading comprehension. His analysis suggests that educators frequently miss the critical role that basic knowledge plays in successfully interpreting and understanding passages in reading texts and that reading comprehension tests are actually knowledge tests in disguise. He makes three important points: (1) Students must have the basic decoding skills to translate print into meaningful information, (2) having a basic familiarity with the subject matter is of prime importance in comprehending what the writer is trying to communicate, and (3) providing students with an enriched knowledge base through the school’s curriculum is especially important for students from disadvantaged circumstances, whose only source of essential background information often is school. In contrast, children from privileged circumstances may be introduced to essential background information away from school.
Citation: Willingham, D. (2017). Cool Reading Facts 5: Reading comprehension tests don’t test reading [Video file]. National Public Radio, Science Friday Educator Collaborative.
Link: https://vimeo.com/237925993
http://www.danielwillingham.com/
July 12, 2017
Characteristics and Education Outcomes of Utah High School Dropouts Who Reenrolled
Reducing the dropout rate of high school students remains one of the great challenges facing education. The consequences for those who do not obtain a high school diploma are real and long lasting. Individuals who do not complete high school are more likely to face unemployment, earn less income over a lifetime, experience poverty, rely on public assistance, suffer health problems, and spend time in prison. This study undertaken by WestEd researchers provides valuable information necessary for developing interventions to support the approximate 20% of students who reenroll after initially dropping out of school.
Citation: Barrat, V. X.,& Berliner, B. (2016). Characteristics and education outcomes of Utah high school dropouts who re-enrolled (REL 2017–206). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.
Link: https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2017206.pdf
June 2, 2017
In early February, the IDEA hosted website that provides special education resources disappeared prompting concern among some in the special education community and members of Congress that the new administration was permanently eliminating this support for special education. After a prolonged outage, the U.S. Department of Education Individuals with Disabilities Education Act (IDEA) website, has been revamped and is now back online. The website offers useful information on special education law and policy, topic area reports, grants and funding resources, links to outside resources, and a blog for use by policy makers, parents and educators.
Link: https://sites.ed.gov/idea/
May 15, 2017
Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis
A newly released multi-national meta-analysis examined the impact of including special education needs students (SEN) in classrooms with students without special needs. Inclusion of SEN students in general education classrooms has been broadly practiced for more than 30 years and is seen as a method for improving SEN student performance. Previous research on the impact of the practice on non-SEN students produced mixed results, prompting the authors to conduct a meta-analysis to estimate the effect size of the relationship between inclusion education and academic achievement of students without special needs. A total of 47 studies with more than 4,800,000 students met the criteria for the meta-analysis. The studies had to be quantitative, assess academic achievement, and measure student academic achievement in at least one of the following subjects: language, mathematics, science, biology, or a foreign language. Also, the participants had to be in grades K–12. The meta-analysis concluded that attending inclusive classrooms is positively, though weakly, associated with the academic achievement of students without special needs. The effect size was determined to be 0.12. This compares with the effect sizes John Hattie found for many popular structural interventions: educational expenditure (0.23), class size (0.21), ability grouping (0.12), within-class grouping (0.16), and charter schools (0.20).
Citation: Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21, 33–54.
Link: http://www.sciencedirect.com/science/article/pii/S1747938X17300131
May 11, 2017
Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary students
Mindfulness-based interventions (MBIs) in schools have become increasingly popular. These practices are employed to reduce student stress and anxiety, and to improve socioemotional competencies, student behavior, and academic achievement. For purposes of the study MBI’s were defined as self-regulation of attention to the conscious awareness of one’s immediate experiences while adopting an attitude of curiosity, openness, and acceptance. A recent Campbell Collaboration systematic review examined the effectiveness of school-based MBIs on cognition, behavior, socioemotional outcomes, physiological, and academic achievement. Of 61 studies examined, 35 studies, with a total of 6,207 student participants, met the criteria for inclusion. Studies in this review included randomized trials, quasi-experimental designs, single group pre-post test comparisons, and single subject designs. To be included in the review, a study had to report outcomes on at least one of these measures: cognition, academic performance, behavior, socioemotional, and physiological. Study populations included preschool, primary school, and secondary school students.
The Campbell review found that MBIs had a small, statistically significant positive effect on cognitive and socioemotional outcomes, but no significant effect on behavioral and academic outcomes. The study also concluded that further work in this area is needed, given the quantity of research and quality of the available studies.
Citation: Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary students. Campbell Systematic Reviews:5
Link: https://onlinelibrary.wiley.com/doi/full/10.4073/CSR.2017.5
