Student Teaching

 This study explored student achievement in a K-12, full-time, online learning environment and the effect parents had on student success.

This report is the first of a new initiative by Student Achievement Partners to review different reading instructional programs that have been adopted and are widely used in schools.

The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.

The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique.

This article describes a school district administrator's research on optimal coaching experiences for classroom teachers. This research was done with the intent of gaining a better understanding of how coaching affects student learning. 

This case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

The goal of the proposed study was to determine whether third-grade
students’ (n = 74) transcriptional skills and gender predicted their writing fluency growth in response to a performance feedback intervention.

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers’ development. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.

Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers’ development remain unanswered.

This chapter reviews the state of the field as it pertains to the preparation of preservice teachers
for K-12 online and blended learning.

This article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. 

Differential reinforcement of appropriate behavior is an important skill for classroom teachers. This study examined the use of performance feedback to increase the rate of differential reinforcement by pre-service teachers.

In this article, we challenge the status quo of current student-teaching practice, which has
remained relatively unchanged for close to 100 years. This 4-year study identifies the
differences between a coteaching and a non-coteaching model of student teaching.

The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational productivity, including a conceptual framework for understanding the necessary components of rigorous productivity analyses, drawing in particular on cost-effectiveness analysis as an accessible method in education.

This study examined whether associations between teacher policies and student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. These findings are discussed in light of their educational policy implications.

The purpose of this research was to examine the effect of teaching of learning strategies on academic achievement of students. The meta-analysis model was adopted to examine the effectiveness of teaching of learning strategies on academic achievement. According to moderator analyses, it was found that there was no significant difference between effect sizes of the studies in terms of sample size, publication type, course type, implementation duration, instructional level, school setting, and socioeconomic status

The author uses teachers’ ratings on the North Carolina Educator Evaluation System to determine whether teacher preparation programs (TPPs) are associated with the evaluation ratings of their initially prepared teachers. 

In these pages, we estimate the costs of blendedlearning models and fulltime virtual schools as currently operated in the U.S.

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

In this article aspects of lecturing are explored. Attention is given to explaining and to other strategies of lecturing and to the possibility of demarcating certain lecturing styles.

A report about blended learning programs analyzes the instruction, operational, and financial models of Knowledge is Power Program (KIPP) schools. KIPP focuses on blending technology with in-class education to provide small group instruction and to meet the needs of each individual student.

This policy brief lays out five components of a vision for the future and identifies opportunities to support teacher education reform. Examples of promising developments are also addressed that involve full-scale program redesign featuring collaboration across general and special education.

The author shares nine teachable competencies that can serve as a principal's guide for empathy education. This paper will help answer which practices enhance empathy and how will principals know if teachers are implementing them effectively. 

Drawing on administrative data and reading achievement data
provided by two Midwestern school districts for three participating
Kids Read Now schools, the current study provides the first opportunity to study the reading outcomes of Kids Read Now students.

Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents’ engagement behavior—especially parents of adolescent learners. In this case study, we addressed this gap using parent and student interviews at a full-time online charter school.

This paper discuss ClasWide Peer Tutoring as an effective strategy for Student with Emotional and Behavioral Disorder

This report summarizes the methodology, measures, and findings of research on the influence on student achievement outcomes of K–12 online and blended face-to-face and online learning programs that offer differentiated learning options.

The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.

This book offers principles and strategies to use in motivating students to learn.

The purpose of this study was to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in an early and elementary teacher education program. The study used an action research, mixed-methods design.

This paper explores the theoretical and empirical literature on the impacts of technology on educational outcomes. The literature focuses on two primary contexts in which technology may be used for educational purposes: i) classroom use in schools, and ii) home use by students.

While research has been conducted on parental involvement in K-12 online learning, none of this research relates specifically to the parents of students with disabilities. Thus, researchers developed a survey around the following constructs: parental roles, instruction and assessment, communication and support from the school, and parental challenges. 

Education Week is learning as it surveys educators across the country about the impact school closures have had on their morale, student engagement, technology skills, and many other factors.

The authors discuss the emergence of the evidence-based practice movement and the challenges of integrating what we know from scientific research into daily practice with children and families.

The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. They compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers.

Because of the potential role efficacy beliefs play in teachers' attitudes toward control in
classroom management, the purpose of this study was to determine if there are differences
in self-efficacy beliefs and classroom control orientation between student teachers
participating in either a one or two semester student teaching experience. 

This book provides evidence-based principles of effective teaching. College students preparing to teach, new teachers struggling to find their way, and experienced teachers eager to hone their skills will benefit from this set of commonsense principles that, when practiced together, will markedly improve student performance.

The author reviews the economics literature at the intersection between innovation and K-12 education from two different, but related perspectives.

This article briefly describes blending learning definition and models.

Student teachers consider cooperating teachers to be one of the most important contributors
to their teacher preparation program. Therefore, the ways in which cooperating teachers
participate in teacher education are significant.

Argues that learning disabled (LD) children in reading, writing, and spelling are inadequately distinguishable from low-achieving children, based on behavioral evidence, achievement batteries, or tests of organic functioning.

The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom. 

Research suggests that substantial pre-service student teaching is essential for the preparation and retention of special educators.  It was found that substantial pre-service student teaching experience has a strong effect on the probability that a beginning special educator will remain in the field 1 year later.

This paper discusses an adapted-Continuous Practice Improvement model, which qualitative findings indicate was effective in facilitating the transfer of creative and innovative teaching approaches from the expert or Resident Teacher’s school to the novice or Visiting Teachers’ classrooms over the duration of the project. 

This mixed-methods study investigates student achievement in the full-time, online learning environment and the effect parents have on student success.

The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework defines four levels of performance--Unsatisfactory, Basic, Proficient, and Distinguished--for each element, providing a valuable tool that all teachers can use.

Based on a review of more than seventy recent studies, this brief describes these approaches, particularly as they apply to high school students who have been at risk of failing courses and exit examinations or dropping out due to a range of personal factors and academic factors. The brief then outlines policy strategies that could expand the uses of technology for at-risk high school youth.

This paper describes how teacher learning through involvement with student-performance assessments has been accomplished in the United States and around the world, particularly in countries that have been recognized for their high-performing educational systems

This article discusses the seven components of fluency practice, and describes a number of simple-to-implement strategies available to teachers to improve students' fluency with foundational academic skills. A check list of steps to complete a fluency practice session and a chart for self-monitoring fluency practice sessions are provided.

The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. 

The purpose of this article is to describe what RTI is and what is not. This article also considers the evidence base for RTI and discusses the implications for practitioners. 

The future of virtual environments is evident in many fields but is just emerging in the field of teacher education. In this article, the authors provide a summary of the evolution of simulation in the field of teacher education and three factors that need to be considered as these environments further develop. The authors provide a specific example of the work at two universities that use a specific virtual environment, TLE TeachLivE™, in teacher education.

The Covid-19 pandemic has resulted in school closings for the remainder of the year in 48 of 50 states and a sharp turn toward remote instruction in order to finish the year as best as possible. Understanding best practice in remote instruction and learning will be key as schools look to the future.

New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation. 

Results from a metasynthesis of the relationships between 14 different types of preservice
teacher preparation practices and teaching quality, preschool to university student
performance, and university student and beginning teacher belief appraisals are reported.
Each type of preservice practice (eg, course-based student learning) included different kinds
of instructional methods (eg, problem-based learning, inquiry-based learning, and project-
based learning).

Reports a meta-analysis of research on the bases of teacher expectancies. The following conclusions were drawn: Student attractiveness, conduct, cumulative folder information, race, and social class were related to teacher expectancies. 

Patterned after family meetings in her own home, teacher Donna Styles established a format for class meetings that enabled her students to share their thoughts and solve classroom issues on their own.

Advice and opinions about classroom arrangements and seating assignments abound -- and Education World explores the possibilities. Included: Tips from Fred Jones on how to get the most out of classroom arrangements.

Teachers at two elementary schools in Baltimore County, Maryland, find that students jump to attention when the teachers use sound systems in their classrooms. The microphones boost their voices over background noises and help prevent "teacher-voice" strain. Included: Tips on using sound systems in classrooms.

1 quick tip to help make managing your classroom a breeze! Included are tips for getting to know your students, communicating with parents, getting your day off to a good start, and much more!

Meet Harry K. Wong, the author of The First Days of School: How to Be an Effective Teacher, and learn the secret to your success in the classroom!

A former teacher, Dr. Jane Bluestein turned her pages of tips for teachers about classroom management and organization into a book and then a business. She works with educators seeking new ways to improve their teaching and interactions. Included: Tips for improving student behavior and school climate.

From time to time, Education World updates and reposts a previously published article that we think might be of interest to administrators. We hope you find this recently updated article to be of value.

Hallway conferences. Pasta discipline. Buddy rooms. Bell work. Those and six other ideas for taming temper tantrums—and other classroom disruptions—are the focus of this Education World story! Included: An opportunity for all teachers to share the classroom management techniques that work for them!

Teachers of special subjects such as music, art and physical education need to give careful consideration to discipline in their classroom. If you're afraid that structure will stifle creativity, you need to reconsider that notion. Structure and limits are important educational tools that give rise to a climate in which creativity can emerge.

Education World introduces you to a few of the best "teacher tips" sites on the Web. In these sites you'll find hundreds of practical tips -- tried and tested tips from teachers willing to share. 

How can you avoid making that technique your own and create a "climate for learning"? This week, Education World looks to the experts -- teachers who've "been there, done that" and found a better way -- for answers.

This week, educator Arnold Pulda reflects on how about with cancer precipitated his transition from a "drill sergeant" who barked orders at his students to a quieter, gentler Dr. Pulda. Included: An opportunity to share your most effective classroom management strategies!

This study designed to discover which models were superior in teaching basic skills and which excelled in teaching higher-order thinking skills, also which models had kids with the strongest sense of personal responsibility and which kids had the highest self-images.

Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction. 

This paper aim to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public-education classes in English-speaking, industrialized countries.

Fifth-grade students with and without mild disabilities participated in an eight-week project-based, technology-supported investigation about the 19th century westward expansion in the United States. A narrative framework was used to organize and support students' understanding of the experiences of three emigrant groups.

The purpose of the Beginning Teacher Evaluation Study1 (BTES) was to identify teaching activities and classroom conditions that foster student learning in ele-mentary schools. The study focused on instruction in reading and mathematics at grades two and five. 

We offer a comparative investigation of the compensation and benefits afforded to cooperating teachers (CTs) by teacher education programs (TEPs) in 1957-1958 and 2012-2013. This investigation replicates and extends a description of the compensation practices of 20 US TEPs published by VanWinkle in 1959.

The primary focus of this study was to determine the effectiveness of a classwide peer
tutoring program in reading for three learner types: low achievers with and without
disabilities and average achievers. 

This paper reports the results of a study that investigated the reading differences between students who were low achieving, both with and without the label of learning disabilities (LD).

The purpose of this study was to examine the effects of workgroup size and structure during collaborative work on complex tasks. 

The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. 

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations.  The research also discuss several newer strategies that warrant attention.

Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.

This study compared two approaches for teaching a history unit on the Civil Rights Movement (1954–1965) to middle school students with learning disabilities (LD) in general education settings.

In early March, Education Week caught up with them by phone when they were in Paris to speak at an ed-tech conference. We asked them how their 2015 predictions had fared. Then, we talked again in late April, when the coronavirus had suddenly transformed K-12 education into a massive remote learning system.

This article focuses on the evaluation of assessment arrangements and the way they affect student learning out of class. It is assumed that assessment has an overwhelming influence on what, how and how much students study.

This article evaluates the extent to which quantity of instruction influences time spent on self‐
study and achievement. The results suggest that time spent on self‐study is primarily a function of the degree of time allocated to instruction. 

This paper provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic.

This book discuss how extrinsic incentives may come into conflict with other motivations and examine the research literature in which monetary incentives have been used in a nonemployment context to foster the desired behavior. The conclusion sums up some lessons on when extrinsic incentives are more or less likely to alter such behaviors in the desired directions.

The goal of this paper was to document and analyze the research on the connection between teachers' preparation to teach special education students, their instructional practices once in the classroom, and their students' eventual learning achievement 

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Student teaching placements influence teacher effectiveness. If student teaching experiences are constrained by the pandemic, teacher candidates may lose valuable experiences and schools may lose the opportunity to shape and evaluate prospective hires.

This paper examines the consequences of having an apprentice teacher for 4-8 graders in the state of Washington. 

We use a unique longitudinal sample of student teachers (“interns”) from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. We estimate split population models that simultaneously estimate the impact of individual characteristics and student teaching experiences on the timing and probability of initial hiring as a public school teacher. 

A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher.

In this article, we examine assessment and accountability in the context of a prevention-oriented assessment and intervention system designed to assess early reading progress formatively.

In this study I have profiled the background experiences, academic preparation and perceptions of a small number of cooperating teachers in a secondary Professional Development School site about their experiences in successful practice. The results indicate that cooperating teachers have a depth of understanding of their role in the process and that they undertake the responsibility with clear expectations for the experience.

In this new report from the National Council on Teacher Quality, we investigate the extent to which America’s traditional teacher preparation programs offer research-based strategies to their teacher candidates to help them better manage their classrooms from the start.

This study examined teachers' relational approach to discipline as a predictor of high school students' behavior and their trust in teacher authority. 

This chapter synthesizes and categorizes current blended learning research, with recommendations for future directions. Issues addressed in HE blended learning and K-12 blended learning are identified, compared, and evaluated by reviewing major research on the topic.

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. 

For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.

This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.

This paper critically analyzes extant approaches to technology integration in teaching,
arguing that many current methods are technocentric, often omitting sufficient consideration
of the dynamic and complex relationships among content, technology, pedagogy, and
context.

Research indicates children generally fare better in traditional schools when parents are
involved. However, scant research exists in alternative settings such as blended and online
schooling

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

Offering a concise introduction into the ‘Visible Learning Story’, the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes.

The purpose of this article is to examine research on the effectiveness of guided notes. Results indicate that using guided notes has a positive effective on student outcomes, as this practice has been shown to improve accuracy of note taking and student test scores.

This article aimed to review the literature and examine and compare the effects of choral and individual responding. Results indicate a generally positive relationship between using choral responding versus individual responding on student variables such as active student responding, on-task behavior, and correct responses.

This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001.

This paper briefly discuss some pros and con of lecturing as a teaching method, describe how a strategy called "guided notes" can make lecturing more effective, and offer some specific suggestions for developing and using guided notes.

There are numerous practical strategies for increasing active student response during group instruction. One of these strategies, Choral Responding, is the subject of this article. 

This Article provide the chart of the percentages of eighth-grade students performing at each of the reading achievement levels in 2017. 

This study will discuss a guiding definition for blended learning, benefits, team support, policy, management issues, rationale for expansion, professional development, purchasing, funding, evaluation, and lenses of the future and implications.

This research review focuses on studies that have examined the coaching interactions of cooperating teachers and preservice teachers around practice in teacher education programs. The review is situated inside of the practice-based turn in teacher education where the focus is on teaching as learning through practice and the crucial role that cooperating teachers play in mediating this learning.

The purpose of this study was to compare the effects of constant time delay delivered with high procedural fidelity to constant time delay with high procedural fidelity on all variables except delivery of the controlling prompt

The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. 

This study examines the effects on early reading skills of three different methods of
presenting material with computer-assisted instruction.

This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.

Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents.

This study evaluates the use of student goal setting as a strategy for maintaining the effects of student-teacher contracting on academic productivity.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting, to determine whether setting played a role in the development of the student teachers’ efficacy beliefs. 

The purpose of this article is to provide teachers with several suggestions for creating and using guided notes to enhance other effective teaching methods, support students’ studying, and promote higher order thinking.

Think-Pair-Share (TPS) is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a classwide discussion. This study investigate the quantity and quality of student engagement in a large CS1 class during the implementation of TPS activities.

We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year.

The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms.

Headsprout Early Reading™ is a new engaging, Internet-based reading program that effectively teaches the essential skills and strategies required for rapid reading success.

This report is based on efforts by the National Center for Education Statistics to collect data on teacher preparation and qualifications using a nationally representative survey of full-time public school teachers whose main teaching assignment is in English/language arts, social studies/social sciences, foreign language, mathematics, or science (or who teach a self-contained classroom).

This Fastback provides a guide for developing a partnership between the student teacher and the cooperating teacher in order to make student teaching a rewarding experience for all involved.

This chapter looks at the research methods used during the first ten years of research on
online teaching and learning

The evidence in this paper suggest that schools can improve student learning by encouraging teachers and students to set their sights high.

This article identifies a number of conceptual and methodological issues that should be considered when conducting and interpreting reading intervention research.

This paper presents an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

Using an alternating treatments design, the authors compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class. 

This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. 

This paper reports evidence-based research and offers suggestions based on studies that include theoretical work, qualitative analysis, statistical analysis, and randomized experience that could provide strong causal evidence of the effects of teacher preparation on student learning.

Supervising student teachers effectively assures that vital professional experience will be of maximum benefit to the pre-service teacher. Mentor teachers and university faculty who work with student teachers need specific training to make the experience rewarding, while the student teacher requires specific information for professional success. 

Should U.S. students be doing more math practice and drilling in their classrooms? That’s the suggestion from last week’s most emailed New York Times op-ed. The op-ed’s author argued that more practice and drilling could help narrow math achievement gaps. These gaps occur in the U.S. by the primary grades.

The use of response cards during large-group social studies instruction was evaluated in a fourthgrade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design. 

Programs leave too much of student teaching to chance. Only six percent of programs incorporate two essential elements that contribute to an effective student teaching experience: providing frequent feedback to student teachers and evaluating the quality of the cooperating teachers who open their classrooms to student teachers. A quarter of programs fail to take either of these basic steps.

In this article, the author argue that classroom teaching is structured by ritualized routines supported by widely held myths about learning and ability that are acquired through our common experiences as students.

The Organization for Economic Co-operation and Development (OECD) 2011 annual report, Education at a Glance, highlights the importance of education and a person’s ability to find a job and earn a good living.

This article examines the effectiveness of a technology-based algebra curriculum in a wide
variety of middle schools and high schools in seven states. 

This report examines achievement in 62 public charter and district schools that are pursuing a variety of personalized learning practices, and examines implementation details in 32 of those schools

This study examined the hypothesis that teachers’ and students’ assessment of preferred LS correspond. The study found no relationship between pupils’ self-assessment and teachers’ assessment. Teachers’ and students’ answers didn’t match up. The study suggests that teachers cannot assess the LS of their students accurately.

a written guide for Active Student Response Strategies.

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. The findings suggest that programs emphasizing personalization, engagement, and motivation are most impactful in elementary mathematics instruction.

The current study investigated whether prompting students to engage in generative learning strategies improves students' subsequent judgments of learning and self-regulation. Seventy- eight middle school students in a pre-algebra class completed worksheets in between problem-solving sessions in a computer-based cognitive tutor. 

This article discuss about common core, leveled reading in student learning. 

This paper discusses definitions of blended learning and explores ways in which blended learning is being developed by a number of schools

Research using student scores on standardized tests confirms the common perception that some teachers are more effective than others. It also reveals that being taught by an effective teacher has important consequences for student achievement. The best way to assess a teacher's effectiveness is to look at his or her on-the-job performance.

The terms cloze procedure and cohesion are associated with reading development. Specifically, doze applies to the testing and teaching of reading while cohesion applies to a description of how the way in which reading material is written can affect reading development. 

This chapter elaborates on a definition of personalized learning, delineates aspects of competency inherent in the definition, traces the evolution of personalized learning, and explores the complementarity of the personal and the interpersonal in personalized education.

This study is motivated by an ongoing debate about the kinds of schools that make for the best field placements during pre-service preparation. On the one hand, easier-to-staff schools may support teacher learning because they are typically better-functioning institutions that offer desirable teaching conditions.

Student teaching has long been considered a cornerstone of teacher preparation. One dimension thought to affect student teacher learning is the kinds of schools in which these experiences occur. Results suggest that better functioning school organizations with positive work environments make desirable settings for teacher learning and that preparation programs, and the districts they supply, would benefit from more strategically using these kinds of schools to prepare future teachers.

Drawing from data on over 1000 prospective teachers in a large urban district including pre and post-student teaching survey data, this study investigates whether lengthening student teaching improves teachers’ perceptions of instructional preparedness, efficacy, and career plans. The findings suggest that the duration of student teaching has little effect on teacher outcomes; however, the quality of student teaching has significant and positive effects.

This article discuss how "Micro-Credentialing" offer an opportunity to shift away from credit-hour and continuing-education requirements that dominate the PD apparatus in most states, toward a system based on evidence of progress in specific instructional skills.

This is a meta-analysis of research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement.

Teacher-centered instruction implies a high degree of teacher direction and a focus of students on academic tasks. And it vividly contrasts with student-centered or constructivist approaches in establishing a leadership role for the teacher

This article describes an innovative teaching model designed to impact students at risk with the cooperative efforts of regular and special education in Grades K-3. 

In our day-to-day roles as a school system leader and the CEO of the nonprofit curriculum publisher Zearn, we focus on the moments of learning that occur between students and teachers—and on how personalized learning can make those moments richer and more frequent. 

The purpose of this article was to describe the developmental effects of one elementary physical education teacher's proactive teaching of prosocial behavior. An ABA (B) design coupled with a control group comparison across six matched urban physical education classes was used to assess the teaching strategy.

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs), examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. 

Lack of communication between cooperating teachers and preservice teachers is one of the most commonly reported problems during field experiences. To provide more opportunity for feedback during preservice teachers' clinical experiences, a large elementary education program in a midwestern university implemented the use of peer feedback practices during an early clinical field experience with junior-level students placed in K-8 classrooms.

In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.

Reflection is a high impact practice that develops teacher candidates’ learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions in a real-world environment.

This study 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. 

In this grounded theory study, 19 teachers were interviewed and then, in constant comparative fashion, the interview data were analyzed. The theoretical model that emerged from the data describes novice teachers' tendencies to select and implement differing strategies related to the severity of student behavior. 

In this book the author describes six teaching myths that prevent reform in education. 

Several barriers can impede critical thinking instruction. However, actively engaging students in project-based or collaborative activities can encourage students’ critical thinking development if instructors model the thinking process, use effective questioning techniques, and guide students’ critical thinking processes.

Blended learning is gaining considerable popularity in American classrooms, but the question remains: Is there strong evidence that the strategy helps K-12 students?

Which blended-learning model should they choose? Are Station Rotations the ideal, or Flex studios? Is Carpe Diem’s Individual Rotation the gold standard, FirstLine’s Lab Rotation, Summit’s Flex model, or Woodland Park’s Flipped Classroom?

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

This overview examines the available research on the topic of soft skills (personal competencies) commonly linked to effective teacher-student relationships.

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

The purpose of this study was to examine changes in teacher self–efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University.

This meta-analysis examines the impact of team-based learning strategies on achievement and student engagement. The study finds that team-based strategies were found to have a positive impact on grades, test performance, and engagement.

This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison.

The second edition of this exceptionally lucid and practical assessment text provides a wealth of powerful concrete examples that help students to understand assessment concepts and to effectively use assessment to support learning.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

This article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were homogeneous. 

Standards-based instruction and differentiated learning can be compatible approaches in today's classrooms.

This paper examines some of the challenges and strengths of virtual schools, it offers questions to consider when deciding whether or not a virtual school option would be ideal, and it draws conclusions, which provide an outlook for the future of virtual schools in k-12 education.

The purpose of this study is the examination of low-cost interventions to improve the performance of disadvantaged students. The intervention was designed to improve the performance of students by providing small-group tutoring sessions. The research found that children who received tutoring progressed more in math compared to children in control schools (effect size = +0.19). 

Five recent studies of methods to prevent reading difficulties were examined in light of the goal that every child should acquire adequate word reading skills during early elementary school. 

This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design.

In this book, we’ll briefly explore why we’re still only in the early stages of the educational technology revolution. Then we’ll look at how some innovative schools and other organizations are pioneering new methods of personalized learning built on new technology

After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning.

The purpose of this study is to describe teachers’ and principals’ experiences with the study’s performance measures and feedback over two years, and to examine whether the information provided by the measures and feedback affected educator and student outcomes.

This efficient casebook enables 3-way communication between the student teacher, the cooperating teacher, and the university supervisor and discusses the reality of functioning within a team of comrades who bring goals and perspectives that are sometimes identical, and at others times different, to a common student teaching experience.

This book is a practical resource that educators from regular and special classrooms can use with children of any age who exhibit behavioral problems. 

In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. 

The report of the American Educational Research Association (AERA) Panel on Research and Teacher Education (2005) recommended that teacher educators need to systematically and empirically study their own practice. The premise of the report was that teacher educators need to carry out quality research in order to better inform those inside and outside the field of education.

Effective feedback from cooperating teachers is a critical component of a successful student teaching experience. Unfortunately, few cooperating teachers are trained to provide specific feedback to their student teachers, and the lack of such communication is one of the most commonly reported problems among field experience students.

This paper considers what the research can tell us about how critical thinking is acquired, and the implications for how education might best develop young people’s critical thinking capabilities.

This Op-Ed commentary by Daniel Willingham discusses the current knowledge base on effective reading instruction in the context of a recent New York Times article on the topic.

On the one hand, it seems obvious that practice is important. After all, "practice makes perfect." On the other hand, it seems just as obvious that practicing the same material again and again would be boring for students. How much practice is the right amount?

This report examines students’ sense of belonging and participation at school, two of the most important measures of student engagement.

Help your students understand the perspectives of other people with these tried-and-tested methods.

In this Education Trends report, Education Commission of the States addresses some of the more frequent questions, including the impact of instructional time on achievement, variation in school start dates, and trends in school day and year length.

The purpose of this descriptive study was to examine and document developmental concerns of participants in a paired peer placement peer coaching program. Research participants were 26 elementary education majors who were randomly paired for their first teaching experience. Data were collected from students' observations, feedback from each other, and participants' reflections on their teaching experiences. 

This study employed a meta-analysis method to combine the results of experimental studies on the effect of teaching learning strategies on students’ academic achievement. This study indicated that the learning strategies had 26.8% positive effect on students’ academic achievement.

This policy brief surveys historical and contemporary trends in teacher preparation, and explores what is known about the quality of five of the most prominent independent teacher education programs in the U.S., including their impact on teacher quality and student learning. The author's analysis demonstrates that claims regarding the success of such programs are not substantiated by peer-reviewed research and program evaluations.

This overview presents a general definition of self-regulated academic learning and identifies the distinctive features of this capability for acquiring knowledge and skill.