Teacher Competencies

The book is written for individuals interested in procedures for increasing consultation skills to assist parents, teachers, and other socialization agents to solve mental health and educational problems of children and youths.

This study was guided by a reduced version of the Self-System Process Model developed by Connell. This paper report the optimal and risk thresholds for the Student Performance and Commitment Index (SPCI) and engagement, and then data on how much engagement matters for later success in school are presented. 

This is a meta-analysis that examines teacher-student relations impact on student performance.

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

This study compared the impact of long and short reprimands on children's off-task behavior in a classroom.

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.

Environmental features of elementary school classrooms are examined in relation to distraction and privacy. Teachers' adjustments of their activities to make their settings less distracting are also explored. 

This study examines the effectiveness of simultaneous prompting in teaching naming relatives to

This book provides a basic understanding of the principles and practices of applied behavior analysis for use by teachers in the classroom.

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 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. 

This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.

This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

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.

This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.

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 later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT).

This study surveys master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles.

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.

This well-written book on assertiveness clearly describes the non assertive, assertive, and aggressive styles of supervision. Each chapter provides numerous examples, practice exercises, and self-tests. The author identifies feelings and beliefs that support aggressiveness, non aggressiveness, or non assertiveness which help the reader "look beyond the words themselves."

This paper is a review of the literature on classroom formative assessment.

This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.

This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.

This study was conducted to create a reliable and valid low- to medium-inference, multidimensional measure of instructor clarity from seminal work across several academic fields. The five factors were explored in regards to their ability to predict the outcomes. Implications for instructional communication researchers are discussed.

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. 

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 paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. 

This meta-analysis looks at the efficacy of behavioral interventions for problem behavior in persons with autism.

This paper describes a survey of teachers trained in Teacher Expectations and Student Achievement (TESA). The study examined whether teachers: agreed that TESA interactions were useful with today's children; continued to practice the TESA coding and observation process after being trained; and would recommend TESA to colleagues. 

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

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.

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.

This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. 

Neither holding a college major in education nor acquiring a master's degree is correlated with elementary and middle school teaching effectiveness, regardless of the university at which the degree was earned. Teachers generally do become more effective with a few years of teaching experience, but we also find evidence that teachers may become less effective with experience, particularly later in their careers. 

The purpose of this literature review is to summarize and provide a methodological analysis of studies using a differential reinforcement to reduce problem behaviors.

The purpose of this article is to provide an overview for those interested in the current state‐of‐the‐art in time management research. The review demonstrates that time management behaviours relate positively to perceived control of time, job satisfaction, and health, and negatively to stress.

This study is a meta-analysis of school tutoring programs that shows these programs have positive effects on the academic performance and attitudes of those who receive tutoring.

The purpose of this appear is to describe a school-wide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures. 

This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.

This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction. 

This study investigates the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom.

This study sought to investigate the impact of a supplemental program’s script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises.

This book is a comprehensive description of the principles and procedures for systematic change of socially significant behavior. It includes basic principles, applications, and behavioral research methods.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

This monograph summarizes a sample of programs and procedures demonstrated to work. Each program included in the monograph has been validated through solid scientific research.

This article describes what communication strategies are and provides an overview of the teachability issue, discussing the arguments for and against strategy instruction, and suggests three possible reasons for the existing controversy. 

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.

This study examines the impact of explicit instruction strategies on student mathematic performance.

The authors respond to Dan Goldhaber and Dominic Brewer’s article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student data that teacher certification has little bearing on student achievement. Goldhaber and Brewer found strong and consistent evidence that, as compared with students whose teachers are uncertified, students achieve at higher levels in mathematics when they have teachers who hold standard certification in mathematics. 

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates.

This paper provides procedures for developing curriculum-based measurement systems in special education problem solving.

The Institute of Education Sciences (IES) recently released a summary report of the impact of School Improvement Grants (SIG). The American Recovery and Reinvestment Act of 2009 provided states and school districts with $3 Billion for SIG. By accepting SIG grants states agreed to implement one of four interventions to improve the lowest performing schools: transformation, turnaround, restart, or closure. The goals of SIG were to improve practices in four main areas: (1) adopting comprehensive instructional reform strategies, (2) developing and increasing teacher and principal effectiveness, (3) increasing learning time and creating community-oriented schools, and (4) having operational flexibility and receiving support. The report finds minimal positive effects from the grants and no evidence that SIG had significant impacts on math and reading scores, graduation rates, or increased college enrollment.

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. 

Collective teacher efficacy is an emergent school level variable reflecting a faculty’s collective belief in its ability to positively affect students. It has been linked in the literature to school achievement. The research questions addressed the distribution of effect sizes for the relationship and the moderator variables that could explain any variance found among the studies.

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. 

This study is a meta-analysis of behavioral treatment studies and behavior modification for children with attention-deficit hyperactivity disorder.

This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

The purpose of this commentary is to consider the crisis in education and the complex role teachers play in our society; to examine critically major aspects of the traditional modus operandi of behavior analysis that are counterproductive to teacher use; and to identify practices related to promoting greater teacher use and thereby enhancing the relevance of behavioral technology in education.

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.

The purpose of this study was to examine the effectiveness of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on task behaviour. Continuous data collection indicated that following training in the appropriate use of praise, as specified by Canter, all three teachers successfully increased their rates of praising. Of the 24 children, all but one evidenced increases in levels of on‐task behaviour.

This study evaluates the effectiveness of the Level System (token economy, response cost, stimulating rewards, and strategic attention) in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child-Directed Interaction and Parent-Directed Interaction phases of Parent-Child Interaction Therapy.

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

This study compares cognitive restructuring, response cost, or placebo control conditions to examine the impact on aggressive elementary school students.

This article examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” (Franzel) as these media coevolve. This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms.

This paper explain a three-stage process of Pilot Research, Formal Evaluation, and Scaling Up. Finally, we discuss several misconceptions about empirical research and researchers.

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

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.

In this article, a case is made for improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in preservice education programs with the knowledge, attitudes, and skills needed to do this.

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.

High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well.

This chapter progresses four specific components of “a practical application of time management”.

This paper provide a list of soft skills that are important for collaboration and teamwork, based on the authors own experience and from an opinion survey of team leaders. This paper also outline workable short courses for graduate schools to strengthen teamwork and collaboration skills among research students.

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. 

The article presents an overview of these tenets drawn from opinion positions, practical experiences, and empirical research studies. There is clear evidence that additional empirical research would be beneficial.

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 

FIFTY YEARS after the release of "Equality of Educational Opportunity"--widely known as the Coleman Report--much of what James Coleman and his colleagues reported holds up well to scrutiny. It is, in fact, remarkable to read through the 700-plus pages and see how little has changed about what the empirical evidence says matters. The report's conclusions about the importance of teacher quality, in particular, have stood the test of time, which is noteworthy, given that today's studies of the impacts of teachers use more-sophisticated statistical methods and employ far better data.

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

Alternate assessment and instruction is a key issue for individuals with disabilities. This report presents an analysis, by assessment system component, to identify where and when flexibility can be built into assessments.

This report provides information about new teachers' preparation experiences and explores
whether particular types of experiences are related to teachers' effectiveness in improving
their students' test scores. Prior research indicates that teaching effectiveness is the largest
in-school factor affecting student achievement.

The report analyzes the evidence supporting those teaching methods commonly employed to increase student competency in becoming a fluent writer. The guide is for teachers, literacy coaches, principals, districts, and curriculum developers, and other educators.

This report examines teacher preparation in classroom management. It surveyed over 100 elementary and secondary, graduate and undergraduate programs.

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

This study examines the effects of contingent teacher attention on study behavior.

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

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. 

This chapter of Handbook of The Economics of Education reviews research on teacher labor markets, the importance of teacher quality in the determination of student achievement, and the extent to which specific observable characteristics often related to hiring decisions and salary explain the variation in the quality of instruction.

This new research addresses a number of critical questions:  Are a teacher’s cognitive skills a good predictor of teacher quality? This study examines the student achievement of 36 developed countries in the context of teacher cognitive skills. This study finds substantial differences in teacher cognitive skills across countries that are strongly related to student performance.

The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.

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.

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

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.

This meta-analysis of 51 studies identified features of study skills interventions that are likely to lead to academic success.

This study employs an alternating treatments design to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems.

This book reveal the anatomy of ideas that stick and explain ways to make ideas stickier, such as applying the human scale principle, using the Velcro Theory of Memory, and creating curiosity gaps. Along the way, we discover that sticky messages of all kinds draw their power from the same six traits.

This book for teachers in the area of Special Education looks at highly effective, research-based practices described in a very step-by-step, applied manner.

The purpose of this study is to compare different statistical and methodological approaches to standard setting and determining cut scores using R- CBM and performance on high-stakes tests

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

This special issue addresses a general question that is at the heart of much research in applied linguistics and second language acquisition (SLA): What makes a second or foreign language (L2) user, or a native speaker for that matter, a more or less proficient language user?

This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

This report analyses whether and how highperforming systems have supported the subject expertise of their elementary school teachers.

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

This study investigated the effects of training preschool teachers to use environmental arrangement and milieu teaching in interactions with children using augmented communication systems. Three teachers were taught seven environmental strategies and four milieu teaching procedures through written materials, lecture, modeling, role-playing, and feedback.

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. This study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

The purpose of this study is to compare high-quality reinforcers following unprompted responses (differential reinforcement) with high-quality reinforcers following both prompted and unprompted responses (non-differential reinforcement) on the skill acquisition of 2 children with autism.

The nature of effective instruction for students with specific learning disability is explored.

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.

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 meta-analysis examines the impact of formative assessment.

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.

The authors introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology and argue for the role of authentic design-based activities in the development of this knowledge.

This meta-analysis of findings from 108 studies shows mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools.

This article discusses differences that are hypothesized to exist between hard‐ (technical) and soft‐ (intrapersonal and interpersonal) skills training that we believe impact the degree of training transfer achieved. 

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a school wide primary intervention program

in this article, the author describes the policies of precision teaching. 

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders.

This is a study of the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior.

The successful implementation of school-based behavioral interventions requires school personnel to be competent with program content and procedures. An unfortunate trend within school-based behavioral intervention research is that the core intervention components and implementation features are often not fully described.

This is a systematic review to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties.

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.

The purpose of this paper is to provide a model for more effective data-driven decision making in classrooms, schools, and districts.

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

This is a study of classroom management on student engagement and achievement.

This is a study of classroom management on student engagement and achievement.

The What Works Clearinghouse (WWC) identified five studies of NBPTS certification that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards.

This study examines the effects of effective command training with teachers on students' compliance rates and academic engagement.

This research examines the relationship between noise and preschool children's acquisition of prereading skills, environmental factors in preschool inclusive classrooms, and children's use of outdoorplay equipment.

This study provides a description of 34 practicing teachers' beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice.

This study compares the effects of a token reinforcement and a response cost intervention in reducing the disruptive behavior of preschool children with attention deficit hyperactivity disorder.

This report offers recommendations for the implementation of standards-based reform and outlines possible consequences for policy changes. It summarizes both the vision and intentions of standards-based reform and the arguments of its critics.

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

This book provides tested, easy-to-implement strategies for preventing problem behavior in the classroom and responding effectively when it does occur.

This text uses a step by step, evidence-based approach to explain human behavior. Key case studies and examples are used to illustrate key principles.

Less than 1 in 5 general education teachers feel “very well prepared” to teach students with mild to moderate learning disabilities, including ADHD and dyslexia, according to a new survey from two national advocacy groups.

The current study examined methods for training teachers to use functional analysis methods.

This study investigates the effectiveness of an intervention comprised of posted classroom rules, token economy, response cost, and mystery motivators to reduce disruptive classroom behavior.

The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers’ use of incidental teaching. D

This book is designed to help the reader fully comprehend teacher leadership as a pathway to school improvement.

This book introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one.

This study uses a multiple baseline design across teachers to evaluate the effects of response-to-intervention on rates of desired teacher behavior..

This study uses a multiple baseline research design across sample and settings to examine the effects of Canter's Assertive Discipline Program on teachers' rates of verbal approval and disapproval, student on task behavior, and the frequency of students' disruptive behavior.

No Child Left Behind Act of 2001 ESEA Reauthorization

This paper examines the use of systematic sequence of prompt and probe trials to teach picture names to three severely retarded children.

This paper examines the critical role classroom management plays in establishing effective classroom climate and student achievement. It offers recommendations for teacher preparation programs on how improve teacher performance in this essential teaching skill.

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.

Two instructional studies directed at the comprehension-fostering and comprehension-monitoringactivitiesof seventhgrade poor comprehendersare reported

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.

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.

This report looks at the evidence behind the proposition that some teachers are more effective than other teachers.

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.

Our nation faces a daunting challenge in making sure that we have a sufficient supply of well-educated, well-prepared teachers for our children. There is surely widespread agreement that good teachers are vital to our future. However, there is not widespread agreement about how we accomplish this goal. Some propose that we raise standards for entry into the teaching profession, while others suggest that we lower unnecessary barriers.

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 paper expands upon the standard definition of personalized learning to assert a multidimensional role for the teacher and vivify the place of motivation, metacognition, and social and emotional competency in personalized learning. Although this more comprehensive approach to personalized learning may be facilitated by technology, its tenets may be applied without technology or, more likely, in a blended context. Following an explication of this broader view of personalized learning, a lesson plan format is provided as a structure for personalizing learning.

This paper provides a personal competency framework for educators.

This research synthesis examines complex issues that must be addressed in the building student personal competencies.

This paper examines the importance of personal competencies in education. Redding outlines four essential competency categories; Cognitive, Meta-cognitive, Motivational, and Social/Emotional.

This study examines the effectiveness of a response cost for improving the classroom behavior of four aggressive preschoolers.

In order to provide accurate estimates of how much teachers affect the achievement of their students, this study used panel data covering over a decade of elementary student test scores and teacher assignment in two contiguous New Jersey school districts.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

This is a review of intervention studies in which students have been taught to generate questions as a means of improving their comprehension.

Improving Performance has been a pivotal book in the creation of the performance management movement by showing how to bridge the gap between organization strategy and the individual. It can be used as guide for principals to link planning to action, implementation of organization change, and offering ways to redesign processes to overcome obstacles that impede implementation.

This articles provides information on the effective use of time-out for use by teachers.

The editors of What Research Has to Say About Reading Instruction present the most recent research on fluency and show how you can put it into practice. 

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

This paper looks at the impact of using interactive teaching methods on student learning using the Force Concept Inventory (FCI) on teaching and learning of Newtonian mechanics in a Finnish High School.

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 study looks at four factors for effective generalization a newly acquired teaching skills across time and settings.

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

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 popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. The author provides practical strategies for working with students across all grade levels (K–12) who are struggling with reading, spelling, written language, or math. 

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.

The goal of this paper is to provide a general understanding for teachers and administrators of the concepts of validity and reliability; thereby, giving them the confidence to develop their own assessments with clarity of these terms.

As the successor to one of NASP's most popular publications, Interventions for Academic and Behavior Problems II offers the latest in evidence-based measures that have proven to create safer, more effective schools.

This is an experimental test of the mediating function of interpersonal cognitive problem solving skills on behavioral adjustment in preschool and kindergarten children.

This study examines the impact of interpersonal cognitive problem solving skills on preventing and reducing impulsive or inhibited behaviors in children.

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.

The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.

This best evidence research review examines the effects of between and within class ability grouping on the achievement of elementary school students.

This article reviews research on the effects of ability grouping on the achievement of secondary students.

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. 

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.

This meta-analysis of School-wide Positive Behavior Supports examines 20 articles. Single-case studies were evaluated using a regression-based procedure to establish efficacy of the approach.

This book is written for school administrators, staff developers, behavior specialists, and instructional coaches to offer guidance in implementing research-based practices that establish effective classroom management in schools. The book provides administrators with practical strategies to maximize the impact of professional development. 

This is a meta-analysis to look at the impact of interventions to decrease disruptive classroom behavior in public education settings.

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

This book examines issues pertaining to making effective hiring decisions. The authors present a research-based interview protocol built on quality indicators.

The article describes the problem of assessing culturally diverse students for behavior disorders, proposes a solution which replaces norm referenced assessment with functional assessment, and offers recommendations for implementing such a nonbiased, functional approach.

The purposes of this study are to examine an observation-feedback intervention on teacher's behavior-specific praise of students with emotional and behavioral disorders and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of the students.

This study has 2 purposes: examine the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD.

The meta-analysis looks at the effect of enhanced instruction on motor skill acquisition of 4-5 yr old children and 4th-21th graders in Israel.

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

Of Edward Tufte’s books, this is the most design oriented. It provides examples using maps, charts, scientific presentations, diagrams, computer interfaces, statistical graphics and tables, stereo photographs, guidebooks, courtroom exhibits, timetables, use of color, and a pop-up to illustrate his points on the effective use of visual mediums to communicate the meaning of data and impart important messages.

This is the first book from Edward Tufte and it lays out his theories and rules that are the basis for the effective display of information and data to maximize communication.

This third book by Edward Tufte is a guide on how to more effectively communicate information visually. It offers examples of poorly presented information and the dire consequences that can result from mediocre and inadequately thought out presentations. It provides concrete samples of effective ways to present statistics and tips one can use to avoid many of the pitfalls of powerpoint presentations.

This “Lesson Plan Reflection Guide” provides a framework to support educators with their lesson plans to support personal competencies and personalized learning. It may serve both as a rubric for evaluating how well a lesson plan personalizes and addresses personal competency, as well as a guide for strengthening lessons to foster personalization and enhance personal competencies.

Reflection on Instruction is a peer-to-peer observation tool designed to help teachers support and learn from one another in the course of personalized learning, including enhancing personal competencies for each and all students and using technology to support instruction. Using the tool enhances the ability to review and reflect on the lesson with accuracy and specificity, with a focus on student benefits across both instructional goals and personal competencies.

This study investigated preservice teachers' perceived barriers for implementing multicultural curriculum with preservice teachers as they began their teacher education program.

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

Keeping RTI on Track is a resource to assist educators overcome the biggest problems associated with false starts or implementation failure. Each chapter in this book calls attention to a common error, describing how to avoid the pitfalls that lead to false starts, how to determine when you're in one, and how to get back on the right track.

The current single-subject meta-analysis investigates the effect of time-out for the reduction of disruptive classroom behaviors in non-developmentally delayed children.

This paper reviews research on the effectiveness of differential reinforcement as treatment and describes important areas of future research.

This literature review examines the impact of various instructional methods

This literature review examines the impact of various instructional methods

This is a meta-review and synthesis of the research on the variables related learning.

This study examined the social attitudes related to race, gender, age, and ability among senior level health education students at a mid-sized university in the southeast by means of a personally experienced critical incident involving a cross-cultural incident. 

Studies of the effectiveness of Direct Instruction programs with special education students 
were examined in a meta-analysis comparison. To be included, the outcomes had to be 
compared with outcomes for some other treatment to which students were assigned prior to 
any interventions. Not one of 25 studies showed results favoring the comparison groups. 
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of 
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area. 

This paper looks at scope and sequence as essential to effective instruction Instructional.

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.

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

This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.

Four groups of preservice teachers participating in student teaching seminars were randomly assigned to one of three conditions to test the effectiveness of brief training in time-management techniques. 

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.

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.

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring.