In this paper, the authors show that the questions we asked are fundamental and that our meta-analytic techniques are appropriate, robust, and statistically correct. In sum, the results and conclusions of our meta-analysis are not altered by our critics’ protests and accusations.
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.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of school health, 74(7), 262-273.
This book share issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Documented in one small locale far-removed from mainstream America, the personal narratives by Yupík Eskimo teachers.
Lipka, J., & Ilutsik, E. (2014). Transforming the Culture of Schools: Yup¡ k Eskimo Examples. Routledge.
The main purpose of the present study was to explore the impact of communicative factors on job satisfaction and employee’s desired need for new ways of communicating.
Þorkelsson, J. The Impact of Communication Factors on Job Satisfaction Among Icelandic Employees in the Public Sector (Doctoral dissertation).
This is a meta-analysis that examines teacher-student relations impact on student performance.
Learner-centered teacher-student relationships are effective: A meta-analysis Retrieved from http://rer.sagepub.com/content/77/1/113.full?patientinform-links=yes&legid=sprer;77/1/113.
We analyze the relationship between inequality and economic growth from two directions. The first part of the survey examines the effect of inequality on growth. The second part analyzes several mechanisms whereby growth may increase wage inequality, both across and within education cohorts.
Aghion, P., Caroli, E., & Garcia-Penalosa, C. (1999). Inequality and economic growth: The perspective of the new growth theories. Journal of Economic literature, 37(4), 1615-1660.
The main purpose of this research is to explore whether the proper strategies to deal with cultural diversity in school is being implemented, and to assess how cultural diversity is addressed in our school.
Aguado, T., Ballesteros, B., & Malik, B. (2003). Cultural diversity and school equity. A model to evaluate and develop educational practices in multicultural education contexts. Equity &Excellence in Education, 36(1), 50-63.
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.
Ahrentzen, S., & Evans, G. W. (1984). Distraction, privacy, and classroom design. Environment and Behavior, 16(4), 437-454.
This article presents strategies developed by practicing teachers to illustrate the usefulness of one model for enhancing teacher-student relationships and four types of social power that teacher can use to influence students to excel both academically and behaviorally.
Alderman, G. L., & Green, S. K. (2011). Social powers and effective classroom management: enhancing teacher–student relationships. Intervention in School and Clinic, 47(1), 39-44.
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary.
Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary. School Psychology Review, 42(1), 76.
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.
Archer, A., & Hughes, C. A. (2011). Explicit instruction: Efficient and effective teaching. New York, NY: Guilford Publications.
This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates.
Arcia, E. (2006). Achievement and enrollment status of suspended students: Outcomes in a large, multicultural school district. Education and Urban Society, 38(3), 359-369.
This document explores ways in which time can be used as an education resource. It opens with an overview of studies that indicate that American students trail their counterparts in other leading industrialized nations in academic achievement. It discusses research on the relationship between time and learning.
Aronson, J., Zimmerman, J., & Carlos, L. (1999). Improving Student Achievement by Extending School: Is It Just a Matter of Time?.
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.
Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences, 112, 1010-1013.
Excellent soft skills are necessary requisites for success. Soft skills fulfill an important role in shaping and individual's personality. A perfect blend of personal qualities, soft skills and hard skills will definitely contribute to enhancing graduate employability.
Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences, 112, 1010-1013.
The authors investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple‐baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of “booster training,” in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency.
Baer, R. A., Williams, J. A., Osnes, P. G., & Stokes, T. F. (1984). Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training. Journal of Applied Behavior Analysis, 17(4), 429-440.
Using a structural perspective from organizational theory, the authors review aspects of schooling associated with dropout. They then briefly review selected reform initiatives that restructure the school environment to improve student achievement and retention.
Baker, J. A., Derrer, R. D., Davis, S. M., Dinklage-Travis, H. E., Linder, D. S., & Nicholson, M. D. (2001). The flip side of the coin: Understanding the school's contribution to dropout and completion. School psychology quarterly, 16(4), 406.
This study compares the effects of Active Student Response error correction and No Response (NR) error correction during.
Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3(3), 217-233.
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.
Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher–student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-267.
This study provides a systematic review of the use of social emotional learning (SEL) interventions in urban schools over the last 20 years. I summarize the types of interventions used and the outcomes examined, and I describe the use of culturally responsive pedagogy as a part of each intervention.
Barnes, T. N. (2019). Changing the landscape of social emotional learning in urban schools: What are we currently focusing on and where do we go from here?. The Urban Review, 51(4), 599-637.
This study looks at the use of performance feedback and checklists to improve middle-school teams problem solving.
Bartels, S. M., & Mortenson, B. P. (2006). Enhancing adherence to a problem-solving model for middle-school pre-referral teams: A performance feedback and checklist approach. Journal of Applied School Psychology, 22(1), 109-123.
Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap. The authors hypothesized that school’s function of selection leads evaluators to reproduce social inequalities in tracking decisions, even when performance is equal.
Batruch, A., Autin, F., Bataillard, F., & Butera, F. (2018). School Selection and the Social Class Divide: How Tracking Contributes to the Reproduction of Inequalities. Personality and Social Psychology Bulletin, 0146167218791804.
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).
Becker, W. C., & Gersten, R. (1982). A follow-up of Follow Through: The later effects of the Direct Instruction Model on children in fifth and sixth grades. American Educational Research Journal, 19(1), 75-92.
What drives people to discriminate? Economists focus on two main reasons: "taste-based" and "statistical" discrimination. Motivated by a growing body of psychological evidence, the authors put forward a third interpretation: implicit discrimination. The authors argue that discrimination may be unintentional and outside of the discriminator's awareness.
Bertrand, M., Chugh, D., & Mullainathan, S. (2005). Implicit discrimination. American Economic Review, 95(2), 94-98.
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."
Black, M. K. (1991). Assertive Supervision-Building Involved Teamwork. The Journal of Continuing Education in Nursing, 22(5), 224-224.
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.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
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.
Bloom, B. (1976). Human characteristics and school learning. New York: McGraw-Hill.
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.
Bolkan, S. (2017). Development and validation of the clarity indicators scale. Communication Education, 66(1), 19-36.
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.
Borba, M. (2018). Nine Competencies for Teaching Empathy. Educational Leadership, 76(2), 22-28.
The purpose of this action research was to explore how a new teacher could manage time while teaching third grade students.
Borek, J., & Parsons, S. (2004). Research on improving teacher time management. Academic Exchange Quarterly, 8(3), 27-31.
s. In the current study, updated information was compiled with regard to how self-management interventions have been described, including the degree to which self-management interventions continue to rely on external (i.e., teacher) contingencies.
Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106.
The purpose of this article is to provide an overview for those interested in the current state‐of‐the‐art in time management research.
Brigitte J.C. Claessens, Wendelien van Eerde, Christel G. Rutte, Robert A. Roe, (2007) "A review of the time management literature", Personnel Review, Vol. 36 Iss: 2, pp.255 – 276
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.
Brophy, J., & Good, T. L. (1984). Teacher Behavior and Student Achievement. Occasional Paper No. 73.
This paper predicted that out-group empathy would inhibit inter-group harm and promote inter-group helping, whereas in-group empathy would have the opposite effect. In all samples, in-group and out-group empathy had independent, significant, and opposite effects on inter-group outcomes, controlling for trait empathic concern.
Bruneau, E. G., Cikara, M., & Saxe, R. (2017). Parochial empathy predicts reduced altruism and the endorsement of passive harm. Social Psychological and Personality Science, 8(8), 934-942.
This study examines the importance of implementation integrity for problem-solving teams (PST) and response-to-intervention models.
Burns, M. K., Peters, R., & Noell, G. H. (2008). Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology, 46(5), 537-550.
The study investigated the impact of organizational and personality factors on three facets of burnout—Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework.
Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645–673.
This article reviews research on the effects of reinforcement/reward on intrinsic motivation. The main meta-analysis included 96 experimental stud- ies that used between-groups designs to compare rewarded subjects to nonrewarded controls on four measures of intrinsic motivation.
Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational research, 64(3), 363-423.
Cameron, J., & Pierce, W. D. (1996). The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results. Review of Educational Research, 66(1), 39–51.
The purpose of the present article is to resolve differences in previous meta-analytic findings and to provide a meta-analysis of rewards and intrinsic motivation that permits tests of competing theoretical explanations.
Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24(1), 1-44.
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.
Cantor, J., Kester, D., & Miller, A. (2000). Amazing Results! Teacher Expectations and Student Achievement (TESA) Follow-Up Survey of TESA-Trained Teachers in 45 States and the District of Columbia.
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.
Carnine, D., Silbert, J., Kameenui, E. J., & Tarver, S. G. (1997). Direct instruction reading. Columbus, OH: Merrill.
In this article, the author argues convincingly for a view of American's cultural diversity as a self-evident reality - one that must be effectively addressed by inservice and preservice teacher education programmes.
Carrington, V. (1999). Student Cultural Diversity: Understanding and Meeting the Challenge. Journal of Adolescent & Adult Literacy, 43(4), 386.
This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.
Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.
This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.
Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.
More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance- salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k 183, N 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance ( .21– 45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a “crowding out” fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological bulletin, 140(4), 980.
A multilevel model of leadership, empowerment, and performance was tested using a sample of 62 teams, 445 individual members, 62 team leaders, and 31 external managers from 31 stores of a Fortune 500 company. Leader-member exchange and leadership climate-related differently to individual and team empowerment and interacted to influence individual empowerment.
Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment, and performance in teams. Journal of Applied Psychology, 92(2), 331–346.
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.
Chesebro, J. L., & McCroskey, J. C. (1998). The development of the teacher clarity short inventory (TCSI) to measure clear teaching in the classroom. Communication Research Reports, 15(3), 262-266.
This study examined the impact of state receiver apprehension in the instructional context. Because of its negative relationship with information processing effectiveness, receiver apprehension is an experience which can act as a barrier to elective learning.
Chesebro, J. L., & McCroskey, J. C. (1998). The relationship of teacher clarity and teacher immediacy with students’ experiences of state receiver apprehension. Communication Quarterly, 46(4), 446–456.
To answer questions about who goes to college, who persists toward a degree or credential, and what happens to students after they enroll, the National Center for Education Statistics launched three national longitudinal studies to track students movements into and through the postsecondary education system. These three surveys, the National Education Longitudinal Study, the Beginning Postsecondary Student Longitudinal Study, and the Baccalaureate and Beyond Study, provide findings about college access, student characteristics, and academic persistence.
Choy, S. P. (2002). Access and persistence: Findings from 10 years of longitudinal research on students.Washington, DC: American Council on Education, Center for Policy Analysis.
This is the first comprehensive national report to scrutinize the impact of strict Zero Tolerance approach in the America public school. This report illustrate that Zero Tolerance is unfair, is contrary to developmental needs of children, denies children educational opportunities, and often results in the criminalization of children.
Civil Rights Project. (2000). Opportunities suspended: The devastating consequences of zero tolerance and school discipline policies.
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.
Claessens, B. J., Van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36(2), 255–276.
This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors.
Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., ... & Wnuk, S. (2015). Early career teacher attrition: Intentions of teachers beginning. Teaching Education, 26(1), 1-16.
Solid evidence supports claims that motivational programs can increase the quality and quantity of performance from 20 to 40 percent. Motivation can solve three types of performance problems: 1) people are refusing to change; and/or 2) allowing themselves to be distracted and not persist at a key task; and/or 3) treating a novel task as familiar, making mistakes but not investing mental effort and taking responsibility because of overconfidence. After describing a number of general strategies for fostering individual motivation, the article focuses on the unique motivational issues faced by teams and how to overcome them.
Clark, R. E. (2003). Fostering the work motivation of individuals and teams. Performance Improvement, 42(3), 21–29.
This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.
Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-evaluation.
The aims of this study were to investigate whether and how teachers’ perceptions of social-emotional learning and climate in their schools influenced three outcome variables—teachers’ sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189.
This study investigated inner-city middle school teachers' perceptions of the importance of time in learning and sharing information. The survey identified ways that teachers shared what they had learned and discussed factors that helped or hindered them in sharing. Teacher interviews examined: knowledge, skills, and insights gained by participating in the EELC.
Collinson, V., & Fedoruk Cook, T. (2001). “I don’t have enough time”—Teachers’ interpretations of time as a key to learning and school change. Journal of Educational Administration, 39(3), 266–281.
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.
Colvin, G., Kameenui, E. J., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and treatment of children, 361-381.
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.
Colvin, G., Sugai, G., Good III, R. H., & Lee, Y. Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12(4), 344.
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.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research, 77(1), 113-143.
The findings presented in this book are based on an analysis of 57 research studies concerned with the relationship between one or more of the educational time factors cited above and the student outcomes of achievement and attitudes. Twenty-nine are primary sources (studies or evaluations) and 28 are secondary source (reviews, syntheses, and meta-analyses).
Cotton, K., & Wikelund, K. (1990). Educational time factors. Portland, OR: Northwest Regional Educational Laboratory.
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.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL quarterly, 29(1), 55-85.
Dörnyei, Z. (2001). Motivational strategies in the language classroom.Cambridge, UK: Cambridge University Press.
This book by organizational psychologist Aubrey C. Daniels is a guide for anyone who is required to supervise people and is particularly relevant to school principals. It is based on applying positive consequences to improve performance and offers strategies to reduce undesirable behavior so your school and employees can be successful.
Daniels, A. C., Tapscott, D., & Caston, A. (2000). Bringing out the best in people. Columbus, OH: McGraw-Hill.
Few studies have examined factors relating to ineffective school leadership. Such knowledge can help principals refine leadership behaviors and enhance job security. This study used experiences and perceptions from 99 California public school superintendents to examine the reasons why some principals lose their jobs.
Davis, S. H. (1998). Superintendents’ perspectives on the involuntary departure of public school principals: The most frequent reasons why principals lose their jobs. Educational Administration Quarterly, 34(1), 58–90.
Conducted 2 laboratory and 1 field experiment with 24, 24, and 8 undergraduates to investigate the effects of external rewards on intrinsic motivation to perform an activity. In each experiment, Ss performed an activity during 3 different periods, and observations relevant to their motivation were made. External rewards were given to the experimental Ss during the 2nd period only, while the control Ss received no rewards.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18,105–115.
A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.
Delise, L. A., Allen Gorman, C., Brooks, A. M., Rentsch, J. R., & Steele‐Johnson, D. (2010). The effects of team training on team outcomes: A meta‐analysis. Performance Improvement Quarterly, 22(4), 53–80.
Deno, S. L. (1995). School psychologist as problem solver. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology III(pp. 471–484). Bethesda, MD: National Association of School Psychologists.
To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity. Typically, much greater attention has been given to identifying effective practices. This review focuses on features of high quality implementation.
Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.
This brief evolved from a larger Robert Wood Johnson Foundation–funded project to examine the intersection of and alignment between social and emotional learning (SEL) and school climate.
Devaney, E., & Berg, J. (2016). Creating Healthy Schools: Ten Key Ideas for the Social and Emotional Learning and School Climate Community. The 10. Education Policy Center at American Institutes for Research.
This study reports the results of several meta-analyses examining the relationship between four operational definitions of cognitive ability within teams (highest member score, lowest member score, mean score, standard deviation of scores) and team performance.
Devine, D. J., & Phillips, J. L. (2000). Do smarter teams do better? A meta-analysis of team-level the cognitive ability and team performance. Paper presented at the 15th Annual Conference of the Society for Industrial and Organizational Psychology, New Orleans, LA.
The authors developed a multi-faceted prejudice habit-breaking intervention to produce long-term reductions in implicit race bias. The intervention is based on the premise that implicit bias is like a habit that can be broken through a combination of awareness of implicit bias, concern about the effects of that bias, and the application of strategies to reduce bias.
Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48(6), 1267–1278.
Studying teacher workload issues has become somewhat of a trend in recent years with studies having already been completed in most other Canadian provinces. The consistency in teacher workload across the country is remarkable (see Appendix 2), and many of the findings in this study are supported by research in other jurisdictions. However, this discussion of the findings will deal primarily with the issues in Newfoundland and Labrador.
Dibbon, D. C. (2004). It’s about Time!! A Report on the Impact of Workload on Teachers and Students. St. John’s, NL: Memorial University of Newfoundland.
This study uses data collected in the intervention classrooms of Head Start REDI (Research- based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children’s social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support.
Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & DeRousie, R. M. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25(3), 284-298.
A meta-analysis of after-school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self-perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta‐analysis of after‐school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology, 45(3-4), 294-309.
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.
Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational psychology, 75(3), 327.
This meta-analysis systematically synthesized results from 26 component studies, including dissertations and published articles, which reported at least one correlation between collective teacher efficacy and school achievement.
Eells, R. J. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achievement.
An analysis of a quarter century of research on intrinsic task interest and creativity revealed, however, that (a) detrimental effects of reward occur under highly restricted, easily avoidable conditions; (b) mechanisms of instrumental and classical conditioning are basic for understanding incremental and decremental effects of reward on task motivation; and (c) positive effects of reward on generalized creativity are easily attainable using procedures derived from behavior theory.
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth?. American psychologist, 51(11), 1153.
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.
Feldman, K. A. (1988). Effective college teaching from the students' and faculty's view: Matched or mismatched priorities?. Research in Higher Education, 28(4), 291-329.
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.
Fendick, F. (1992). The correlation between teacher clarity of communication and student achievement gain: A meta-analysis.
This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.
Fixsen, D. L., Naoom, S. F., Blase, K. A., & Friedman, R. M. (2005). Implementation research: A synthesis of the literature.
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).
Fuchs, D., Fuchs, L. S., Mathes, P. G., Lipsey, M. W., & Roberts, P. H. (2001). Is" Learning Disabilities" Just a Fancy Term for Low Achievement?: A Meta-Analysis of Reading Differences Between Low Achievers with and Without the Label. Executive Summary. ERIC Clearinghouse.
The authors describe both types of responsiveness-to-intervention (RTI), "problem solving" and "standard-protocol" then review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with Learning Disabilities
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness‐to‐intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.
In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.
Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation: A Meta-Analysis. Exceptional Children, 53(3), 199-208.
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.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade students’ mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306–315.
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.
Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44(4), 195-205.
This workbook provides exercises for improving the decision-making of helping professionals.
Gambrill, E., & Gibbs, L. (2009). Critical thinking for helping professionals: A skills-based workbook. Oxford University Press on Demand. Retrieved from http://books.google.com/books?hl=en&lr=&id=RsITDAAAQBAJ&oi=fnd&pg=PR15&dq=Gambrill+Critical+Thinking&ots=MREzsHeI5n&sig=L5KzgI1WBdNU2O3n9tlu2e18sF4
Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students' inquiry skills.
Ganajová, M., Sotakova, I., Lukáč, S., Ješková, Z., Jurkova, V., & Orosová, R. (2021). Formative Assessment As A Tool To Enhance The Development Of Inquiry Skills In Science Education. Journal of Baltic Science Education, 20(2), 204.
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.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education, 53(2), 106-116.
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.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
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.
Geiser, S., & Santelices, M. V. (2007). Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE. 6.07. Center for studies in higher education.
This chapter progresses four specific components of “a practical application of time management”.
George, D. (2012). A practical application of time management.Retrieved from https://www.researchgate.net/publication/221928054_A_Practical_Application_of_Time_Management
The author summarizes four new strands in agency theory that help him think about incentives in real organizations. The author concludes by suggesting two avenues for further progress in agency theory: better integration with organizational economics, and cross-pollination with other fields that study organizations.
Gibbons, R. (1998). Incentives in organizations. Journal of economic perspectives, 12(4), 115-132.
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.
Gibert, A., Tozer, W. C., & Westoby, M. (2017). Teamwork, soft skills, and research training. Trends in ecology & evolution, 32(2), 81-84.
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.
Gijselaers, W. H., & Schmidt, H. G. (1995). Effects of quantity of instruction on time spent on learning and achievement. Educational Research and Evaluation, 1(2), 183-201.
This book is written by Tom Gilbert who is one of the most influential theorists in building a science of performance management. Although not explicitly written for educators, it offers concrete examples principals can apply to improve the performance of teachers and other school personnel so student’s can ultimately be successful.
Gilbert, T. F. (1978). Human competence�engineering worthy performance. NSPI Journal, 17(9), 19-27.
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.
Gillard, S. (2009). Soft skills and technical expertise of effective project managers. Issues in informing science & information technology, 6.
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.
Gneezy, U., Meier, S., & Rey-Biel, P. (2011). When and why incentives (don't) work to modify behavior. Journal of Economic Perspectives, 25(4), 191-210.
This report describes the ongoing development and implementation of the SAM® process, which has the goal of increasing the capacity of principals to use time in instructionally focused ways while decreasing time on management tasks.
Goldring, E., Grissom, J. A., Neumerski, C. M., Murphy, J., Blissett, R., & Porter, A. (2015). Making time for instructional leadership, Vol. 1: The evolution of the SAM process. New York, NY: Wallace Foundation. Retrieved from https://www.wallacefoundation.org/knowledge-center/Documents/Making-Time-for-Instructional-Leadership-Executive-Summary.pdf
Pew Research Center recently asked a national sample of adults to select among a list of 10 skills: “Regardless of whether or not you think these skills are good to have, which ones do you think are most important for children to get ahead in the world today?”
Goo, S. A. R. A. (2015). The skills Americans say kids need to succeed in life. Pew Research Center.
This breakthrough book guides you through a series of self-tests designed to help you determine what kind of marriage you have, where your strengths and weaknesses are, and what specific actions you can take to help your marriage.
Gottman, J., Gottman, J. M., & Silver, N. (1995). Why marriages succeed or fail: And how you can make yours last. Simon and Schuster.
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.
Graham, S., Bollinger, A., Olson, C. B., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058. What Works Clearinghouse.
This study examined the effectiveness of the PATHS (Promoting Alternative Thinking Strategies) curriculum the emotional development of school-aged children.
Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and psychopathology, 7(1), 117-136.
This Article introduces implicit bias-an aspect of the new science of unconscious mental processes that has substantial bearing on discrimination law.
Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias: Scientific foundations. California Law Review, 94(4), 945-967.
This study examined teachers' relational approach to discipline as a predictor of high school students' behavior and their trust in teacher authority.
Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37(3), 337.
The purpose of the current study was to test theoretically derived hypotheses regarding the relationships between team efficacy, potency, and performance and to examine the moderating effects of level of analysis and interdependence on observed relationships.
Gully, S. M., Incalcaterra, K. A., Joshi, A., & Beaubien, J. M. (2002). A meta-analysis of team-efficacy, potency, and performance: interdependence and level of analysis as moderators of observed relationships. Journal of applied psychology, 87(5), 819.
This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.
Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of “metacognitive” studies. Educational researcher, 17(9), 5-8.
Reviews 135 studies on mediation and classifies results into 31 behavior categories (e.g., praise, climate, asks questions). Separate meta-analyses for each mediating variable were conducted. Results were also analyzed separately for studies that examined the relation between expectations and emitted behaviors and between mediating behaviors and outcome measures.
Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 meta-analyses. Psychological bulletin, 97(3), 363.
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.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
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.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
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.
Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House.
This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of "cognitive ability" like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life.
Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour economics, 19(4), 451-464.
This study examined the relationships between poverty and a school's academic performance (both student achievement and growth).
Hegedus, A. (2018). Evaluating the Relationships between Poverty and School Performance. NWEA Research. NWEA.
The purpose of this chapter is to examine the existing time management literature.
Hellsten, L. M. (2012). What do we know about time management. A review of the literature and a psychometric critique of instruments assessing time management. Rijeka, Croatia: Intech, 21-22.
A meta-analysis on the relationship between the Implicit Association Test (IAT) and corresponding explicit self-report measures was conducted.
Hofmann, W., Gawronski, B., Gschwendner, T., Le, H., & Schmitt, M. (2005). A meta-analysis on the correlation between the Implicit Association Test and explicit self-report measures. Personality and Social Psychology Bulletin, 31(10), 1369-1385.
The purpose of this study was to examine the workplace factors that positively and negatively impact Black K12 teacher retention. This study utilized a mixed-method approach to examine the qualitative and quantitative data.
Hollinside, M. M. (2017). Education reparation: an examination of Black teacher retention (Doctoral dissertation).
This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction.
Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal's time use and school effectiveness. American journal of education, 116(4), 491-523.
This brief examines the mean (average) percentage of time that principals reported spending on these activities in the 2011–12 school year, both overall and by selected school, staffing, and principal characteristics.
Hoyer, K. M., & Sparks, D. (2017). How Principals in Public and Private Schools Use Their Time: 2011-12. Stats in Brief. NCES 2018-054. National Center for Education Statistics.
This meta-analysis synthesizes research on gains in critical thinking skills and attitudinal dispositions over various time frames in college.
Huber, C. R., & Kuncel, N. R. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431-468.
This study have sought to investigate teacher success in Hong Kong. The study aims to achieve the following objectives: to acquire an initial understanding of how Hong Kong teachers conceptualize teacher success, to identify the factors hindering teacher success; to study the relationship between professional development and teacher success.
Hung, C. M., Oi, A. K., Chee, P. K., & Man, C. L. (2007). Defining the meaning of teacher success in Hong Kong. In Handbook of teacher education (pp. 415-432). Springer, Dordrecht.
This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.
Jackson, P. W. (1990). Life in classrooms. Teachers College Press.
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.
Johnson, T. C., Stoner, G., & Green, S. K. (1996). Demonstrating the Experimenting Society Model with Classwide Behavior Management Interventions. School Psychology Review, 25(2), 199-214.
In this article, we respond at length to recent critiques of research on implicit bias, especially studies using the Implicit Association Test (IAT). These studies reveal that students, nurses, doctors, police officers, employment recruiters, and many others exhibit implicit biases with respect to race, ethnicity, nationality, gender, social status, and other distinctions.
Jost, J. T., Rudman, L. A., Blair, I. V., Carney, D. R., Dasgupta, N., Glaser, J., & Hardin, C. D. (2009). The existence of implicit bias is beyond reasonable doubt: A refutation of ideological and methodological objections and executive summary of ten studies that no manager should ignore. Research in organizational behavior, 29, 39-69.
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.
Kalis, T. M., Vannest, K. J., & Parker, R. (2007). Praise counts: Using self-monitoring to increase effective teaching practices. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 20-27.
What, if anything, should we do about implicit bias in the courtroom? The authors comprises legal academics, scientists, researchers, and even a sitting federal judge who seek to answer this question in accordance with behavioral realism.
Kang, J., Bennett, M., Carbado, D., & Casey, P. (2011). Implicit bias in the courtroom. UCLa L. rev., 59, 1124.
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.
Kavale, K. A. (2005). Identifying specific learning disability: Is responsiveness to intervention the answer?. Journal of Learning Disabilities, 38(6), 553-562.
The objective of TFS is to provide information about teacher mobility and attrition among elementary and secondary school teachers who teach in grades K–12 in the 50 states and the District of Columbia.
Keigher, A. (2010). Teacher Attrition and Mobility: Results from the 2008-09 Teacher Follow-Up Survey. First Look. NCES 2010-353. National Center for Education Statistics.
This analysis examines the influence of poverty on student reading performance across grade levels.
Keyworth, R. (2015). How does reading proficiency correlate with a student's socio-economic status? Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/how-does-reading-proficiency
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.
Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing
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.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological bulletin, 119(2), 254.
This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school.
Knight, J. (2006). Instructional Coaching. School Administrator, 63(4), 36.
This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.
Knight, J. (2013). High-impact Instruction: A Framework for Great Teaching. Corwin Press.
This review chapter examines the literature on work team effectiveness. This paper consider their nature, define them, and identify four critical conceptual issues—context, workflow, levels, and time—that serve as review themes and discuss the multitude of forms that teams may assume.
Kozlowski, S. W., & Bell, B. S. (2003). Work groups and teams in organizations. Handbook of psychology, 333-375.
The purpose of this literature search study was to assess the status of knowledge regarding the association between teacher–student relationship (TSR), dropout from upper secondary school, and student mental health.
Krane, V., Karlsson, B., Ness, O., & Kim, H. S. (2016). Teacher–student relationship, student mental health, and dropout from upper secondary school: A literature review. Lærer-elev-relasjoner, elevers psykiske helse og frafall i videregående skole. En eksplorerende studie om samarbeid og den store betydningen av de små ting.
This paper reviews studies on teacher stress and burnout conducted over the past decade. The range of studies considered indicates that this topic is now of major international concern.
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational research, 29(2), 146-152.
This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macro analytic perspective
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.
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.
Laker, D. R., & Powell, J. L. (2011). The differences between hard and soft skills and their relative impact on training transfer. Human Resource Development Quarterly, 22(1), 111-122.
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
Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28(3), 229-248.
A survey of 351 secondary distance education students (181 responses) found significant relationships between 2 academic variables (educational goals and study time) and academic persistence;
Laube, M. R. (1992). Academic and Social Integration Variables and Secondary Student Persistence in Distance Education. Research in Distance Education, 4(1), 2-9.
Much of the theory in personnel economics relates to effects of monetary incentives on output, but the theory was untested because appropriate data were unavailable. A new data set for the Safelite Glass Corporation tests the predictions that average productivity will rise, the firm will attract a more able workforce, and variance in output across individuals at the firm will rise when it shifts to piece rates.
Lazear, E. P. (2000). Performance pay and productivity. American Economic Review, 90(5), 1346-1361.
This study uses longitudinal administrative data to examine the relationship between third- grade reading level and four educational outcomes: eighth-grade reading performance, ninth-grade course performance, high school graduation, and college attendance.
Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment. Chicago: Chapin Hall at the University of Chicago, 1, 12.
This article provides a summary of measuring the fiscal impact of practices in education
Levin, H. M., & McEwan, P. J. (2002). Cost-effectiveness and educational policy. Larchmont, NY: Eye on Education.
In this article, the author claim that judges and jurors unknowingly misremember case facts in racially biased ways. Drawing upon studies from implicit social cognition, human memory research, and legal decisionmaking, I argue that implicit racial biases affect the way judges and jurors encode, store, and recall relevant case facts.
Levinson, J. D. (2007). Forgotten racial equality: Implicit bias, decisionmaking, and misremembering. Duke LJ, 57, 345.
Lin, M., Lake, V. E., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 35(2), 187-200.
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.
Lo, Y. Y., Loe, S. A., & Cartledge, G. (2002). The effects of social skills instruction on the social behaviors of students at risk for emotional or behavioral disorders. Behavioral Disorders, 27(4), 371-385.
The evidence in this paper suggest that schools can improve student learning by encouraging teachers and students to set their sights high.
Lumsden, L. S. (1997). Expectations for students.
the present study was designed to learn more about how to strengthen the integrity of the problem-solving process
Lundahl, A. A. (2010). Effects of Performance Feedback and Coaching on the Problem-Solving Process: Improving the Integrity of Implementation and Enhancing Student Outcomes. ProQuest LLC. 789 East Eisenhower Parkway, PO Box 1346, Ann Arbor, MI 48106.
This study evaluated the effectiveness of simplified habit reversal in reducing filled pauses that occur during public speaking. Filled pauses consist of “uh,” “um,” or “er”; clicking sounds; and misuse of the word “like.” During post-intervention assessments, all 6 participants exhibited an immediate decrease in filled pauses.
Mancuso, C., & Miltenberger, R. G. (2016). Using habit reversal to decrease filled pauses in public speaking. Journal of applied behavior analysis, 49(1), 188-192.
This research synthesis examines instructional research in a functional manner to provide guidance for classroom practitioners.
Marzano, R. J. (1998). A Theory-Based Meta-Analysis of Research on Instruction.
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.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
This is a study of classroom management on student engagement and achievement.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd
The authors review team research that has been conducted over the past 10 years. They discuss the nature of work teams in context and note the substantive differences underlying different types of teams.
Mathieu, J., Maynard, M. T., Rapp, T., & Gilson, L. (2008). Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future. Journal of management, 34(3), 410-476.
This literature review explores the definition of soft skills; contrasts skills with related concepts, such as personality traits, attitudes, beliefs, and values; and compares a set of soft skill typologies
Matteson, M. L., Anderson, L., & Boyden, C. (2016). " Soft Skills": A Phrase in Search of Meaning. portal: Libraries and the Academy, 16(1), 71-88.
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.
Maxwell, L. E. (1996). Multiple effects of home and day care crowding. Environment and Behavior, 28(4), 494-511.
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.
McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of teacher education, 53(5), 433-443.
Check-in/check-out (CICO) is a Tier 2 behavioral intervention that has demonstrated
effectiveness for students with challenging behavior in a variety of educational settings.
Existing research has focused primarily on testing the intervention's effectiveness and the
role of behavioral function in moderating response to intervention.
McDaniel, S. C., & Bruhn, A. L. (2016). Using a changing-criterion design to evaluate the effects of check-in/check-out with goal modification. Journal of Positive Behavior Interventions, 18(4), 197-208.
This study describes the outcomes of an intervention focused on the strategies and practices of high expectation teachers. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate, and supporting students’ goal setting.
McDonald, L., Flint, A., Rubie-Davies, C. M., Peterson, E. R., Watson, P., & Garrett, L. (2016). Teaching high-expectation strategies to teachers through an intervention process. Professional Development in education, 42(2), 290-307.
This study investigated communicative strategies for helping female students cope with ‘‘stereotype threat’’. The results demonstrate that priming a positive achieved identity (e.g., private college student) can subdue stereotype threat associated with an ascribed identity (e.g., female).
McGlone, M. S., & Aronson, J. (2007). Forewarning and forearming stereotype-threatened students. Communication Education, 56(2), 119-133.
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.
McLaughlin, M. W., & Shepard, L. A. (1995). Improving Education through Standards-Based Reform. A Report by the National Academy of Education Panel on Standards-Based Education Reform. National Academy of Education, Stanford University, CERAS Building, Room 108, Stanford, CA 94305-3084..
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.
McNamara, E., Evans, M., & Hill, W. (1986). The reduction of disruptive behaviour in two secondary school classes. British Journal of Educational Psychology, 56(2), 209-215.
In this paper, the authors use tools from social network analysis (SNA) to derive principles for the design of effective clinical quality improvement teams and explore the implementation of these principles using social network data collected from the inpatient general medicine services at a large academic medical center in Chicago, USA
Meltzer, D., Chung, J., Khalili, P., Marlow, E., Arora, V., Schumock, G., & Burt, R. (2010). Exploring the use of social network methods in designing healthcare quality improvement teams. Social science & medicine, 71(6), 1119-1130.
This paper examines the relationship between the climate of teacher-student relations within a school and individual student's likelihood of freshman year success. Results find that teacher-student climate does have a significant effect.
Miller, S. R. (2000). Falling Off Track: How Teacher-Student Relationships Predict Early High School Failure Rates.
this paper investigated the relationship between student and teacher perceptions of the social environments of 19 high school classes and student absenteeism rates and the average final grades given by the teacher.
Moos, R. H., & Moos, B. S. (1978). Classroom social climate and student absences and grades. Journal of Educational Psychology, 70(2), 263.
This paper reviews the status of BOKs and reports research on what topics should be included in the BOK (1) conducted at the Center of Research in the Management of Projects (CRMP) using data from 117 companies and (2) through ongoing work on a Global framework sponsored by the National Aeronautics and Space Administration (NASA) and others.
Morris, P. W. (2001). Updating the project management bodies of knowledge. Project Management Journal, 32(3), 21-30.
Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. The Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity.
Moses, R., & Cobb, C. E. (2002). Radical equations: Civil rights from Mississippi to the Algebra Project. Beacon Press.
Soft skills complement hard skills and have a significant impact on the ability of teachers to do their job and on their employability. Soft skill components acquired by future holistic human capital are communicative skills, critical thinking and problem solving skills, team work skill, life-long learning and management of information, entrepreneurship skill, ethics, moral and professional skill, and leadership skill.
Ngang, T. K., Hashim, N. H., & Yunus, H. M. (2015). Novice Teacher Perceptions of the Soft Skills Needed in Today's Workplace. Procedia-Social and Behavioral Sciences, 177, 284-288.
This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline.
Nowicki, J. M. (2018). K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. Report to Congressional Requesters. GAO-18-258. US Government Accountability Office.
Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research.
Ocak, G., & Boyraz, S. (2016). Examination of the relation between academic procrastination and time management skills of undergraduate students in terms of some variables. Journal of Education and Training Studies, 4(5), 76-84.
This paper posits that teacher education should emphasize both content knowledge and communication skills. It follows up the contention by conceptualizing communication, exploring teacher communication competence, and finally suggesting the introduction of Teacher Communication Skills (TCS) course in the curricula of teacher education across levels.
Okoli, A. C. (2017). Relating Communication Competence to Teaching Effectiveness: Implication for Teacher Education. Journal of Education and Practice, 8(3), 150-154.
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.
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55.
This report seeks to highlight some disparities to draw the public’s and policymakers’ attention to the urgent need to address this educational and civil rights crisis. Using a more accurate method for calculating graduation rates, they provide estimates of high school graduation rates, distinguished at the state and district level, and disaggregated by race.
Orfield, G., Losen, D., Wald, J., & Swanson, C. B. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. Civil Rights Project at Harvard University (The).
This article reports a meta-analysis of studies examining the predictive validity of the Implicit Association Test (IAT) and explicit measures of bias for a wide range of criterion measures of discrimination.
Oswald, F. L., Mitchell, G., Blanton, H., Jaccard, J., & Tetlock, P. E. (2013). Predicting ethnic and racial discrimination: A meta-analysis of IAT criterion studies. Journal of personality and social psychology, 105(2), 171.
"More is better"--this precept lies behind the burgeoning use of work teams to handle problem-solving and decision-making in schools and school districts. Teams are said to build stronger relationships among those involved in education and, ultimately, to benefit students because more people with broader perspectives help to shape a stronger educational program.
Oswald, L. J. (1996). Work teams in schools.
This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms.
Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies. Kairaranga, 13(1), 16-23.
The interaction effects of time management, work demands, and autonomy on burnout were investigated in a survey study of 123 elementary teachers.
Peeters, M. A., & Rutte, C. G. (2005). Time management behavior as a moderator for the job demand-control interaction. Journal of occupational health psychology, 10(1), 64.
Recognizing that what, how, and how much children learn in school depends in large part on the social and emotional competence they developed as preschoolers, this monograph examines the current state of research regarding the social and emotional risk and protective factors that predict early school problems or success.
Peth-Pierce, R. (2000). A Good Beginning: Sending America's Children to School with the Social and Emotional Competence They Need To Succeed.
Positive teacher-student interactions are a primary ingredient of quality early educational experiences that launch future school success. With CLASS, educators finally have an observational tool to assess classroom quality in pre-kindergarten through grade 3 based on teacher-student interactions rather than the physical environment or a specific curriculum
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System™: Manual K-3. Baltimore, MD, US: Paul H Brookes Publishing.
This study investigates change over time in the level of hiring discrimination in US labor markets.
Quillian, L., Pager, D., Hexel, O., & Midtbøen, A. H. (2017). Meta-analysis of field experiments shows no change in racial discrimination in hiring over time. Proceedings of the National Academy of Sciences, 114(41), 10870–10875.
Soft skills are all about skills, abilities and traits pertain to personality, attitude and behavior that help non-technical and non-domain skills. These are correlation of several skills such as communication, problem solving, team building and leadership. In this cut-throat competitive world, students need to possess soft skills. Being good at soft skills promotes better relations among the people and help students to become a successful person. Thus, this study aims to investigate the development of soft skills in students through co-curriculum activity in UiTM Cawangan Kelantan.
Rashidi, R. A. M. DEVELOPING SOFT SKILLS IN STUDENTS THROUGH CO-CURRICULUM ACTIVITY: A CASE STUDY OF UiTM CAWANGAN KELANTAN.
The proposed meta-analysis of 61 independent samples aims to identify whether, and if so under what conditions, team working in organizations is related to organizational effectiveness.
Richter, A. W., Dawson, J. F., & West, M. A. (2011). The effectiveness of teams in organizations: A meta-analysis.International Journal of Human Resource Management, 22(13), 2749–2769.
The purpose of this study is to examine the relative impact of different types of leadership on students’ academic and nonacademic outcomes.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational administration quarterly.
This study identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.
Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business and Professional Communication Quarterly, 75(4), 453–465.
This study identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.
Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business and Professional Communication Quarterly, 75(4), 453–465.
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.
Rosenberg, M. S. (1986). Maximizing the effectiveness of structured classroom management programs: Implementing rule-review procedures with disruptive and distractible students. Behavioral Disorders, 11(4), 239-248.
This paper general purpose is to summarize the results of 345 experiments investigating interpersonal expectancy effects. These studies fall into eight broad categories of research: reaction time, inkblot tests, animal learning, laboratory interviews, psychophysical judgments, learning and ability, person perception, and everyday life situations.
Rosenthal, R., & Rubin, D. (1978). Interpersonal expectancy effects: The first 345 studies. Behavioral and Brain Sciences, 3, 377–415.
The current study aimed to track the self‐perception outcomes of students (N = 256) whose teachers had high or low class‐level expectations. Students completed the Reading, Mathematics, Physical Abilities, and Peer Relations subscales of the Self Description Questionnaire‐1 (SDQ‐1; Marsh, 1990) at the beginning and end of 1 year.
Rubie, C. M. (2004). Expecting the best: Instructional practices, teacher beliefs and student outcomes (Unpublished doctoral dissertation). University of Auckland, New Zealand,database (UoA1207968).
This study aimed to explore differences in teachers’ expectations and judgments of student reading performance for Maori, Pacific Island, Asian and New Zealand European students. A further objective was to compare teacher expectations and judgments with actual student achievement.
Rubie‐Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76(3), 429-444.
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.
Rummler, G. A., & Brache, A. P. (2012). Improving performance: How to manage the white space on the organization chart. John Wiley & Sons.
This latest volume in the SIOP Professional Practice Series was inspired by a Leading Edge Conference sponsored by the Society for Industrial and Organizational Psychology to bring together leading-edge practitioners and academics to exchange views and knowledge about effective teams and help lead to better practice in that area.
Salas, E., Tannenbaum, S., Cohen, D., & Latham, G. (Eds.). (2013). Developing and enhancing teamwork in organizations: Evidence-based best practices and guidelines (Vol. 33). John Wiley & Sons.
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.
Scheerens, J. and Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford:Pergmon
This paper provides an overview of previous research results pertaining to the relation between interest and academic achievement. focus on the conceptualization and operationalization of interest.
Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research.
This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. T
Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y. H. (2007). A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(10), 1436-1460.
This paper makes a survey of the importance of soft skills in students’ lives both at college and after college. It discusses how soft skills complement hard skills, which are the technical requirements of a job the student is trained to do.
Schulz, B. (2008). The importance of soft skills: Education beyond academic knowledge.
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.
Sharma, S., & Kockler, R. (2018). How Personalized Learning Can Support Equity and Excellence. Retrieved from https://www.educationnext.org/how-personalized-learning-can-support-equity-excellence-problem-solving/
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.
Sharpe, T., Crider, K., Vyhlidal, T., & Brown, M. (1996). Description and effects of prosocial instruction in an elementary physical education setting. Education & Treatment of Children, 19(4), 435.
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.
Shinn, M. R., Walker, H. M., & Stoner, G. E. (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. National Association of School Psychologists.
the purpose of this chapter is to review the science of teams and their effectiveness, extrapolate critical lessons learned, and highlight several future challenges critical for military psychology to address in order to prepare future military teams for success.
Shuffler, M. L., Pavlas, D., & Salas, E. (2012). Teams in the military: A review and emerging challenges. In J. H. Laurence & M. D. Matthews (Eds.), The Oxford handbook of military psychology(pp. 282–310). Oxford, UK: Oxford University Press.
The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
This study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038.
The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled.
Skinner, B. F. (1965). Science and human behavior (No. 92904). Simon and Schuster.
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.
Smart, J. B., & Igo, L. B. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal, 110(4), 567-584.
The purpose of this paper is to integrate statistically the results of the literature on teacher expectations.
Smith, M. L. (1980). Teacher expectations. Evaluation in Education, 4, 53-55.
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.
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90.
The present study explores conflict management as a team phenomenon in schools. The author examined how the contextual variables (task interdependence, goal interdependence) are related to team conflict management style (integrating vs. dominating) and school team effectiveness (team performance).
Somech, A. (2008). Managing conflict in school teams: The impact of task and goal interdependence on conflict management and team effectiveness. Educational administration quarterly, 44(3), 359-390.
Evidence-based practice is a decision-making framework. This paper describes the relationships among the three cornerstones of this framework.
Spencer, T. D., Detrich, R., & Slocum, T. A. (2012). Evidence-based Practice: A Framework for Making Effective Decisions. Education & Treatment of Children (West Virginia University Press), 35(2), 127-151.
In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management. These strategies are devised for use at both school and classroom levels.
States, J., Detrich, R. & Keyworth, R. (2017). Overview of Classroom Management.Oakland, CA: The Wing Institute. https://www.winginstitute.org/effective-instruction-classroom.
A summary of the available studies accumulated over the past 40 years on a key education driver, teacher competencies offers practical strategies, practices, and rules to guide teachers in ways to improve instruction that improves student performance and the quality of the work experience.
States, J., Detrich, R. & Keyworth, R. (2017). Effective Instruction Overview. Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/effective-instruction-overview
This overview examines the available research on the topic of soft skills (personal competencies) and how these proficiencies support the technical competencies required for success in school
States, J., Detrich, R. & Keyworth, R. (2018). Overview of Teacher Soft Skills.Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-compentencies-soft-skills.
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
States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.
This article considers culture within the context of School-wide Positive Behavior Support. The paper provides an overview of culture and working definitions to assist educators to more effectively implement evidence-based practices.
Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14(4), 197-208. Can pd
This paper is part of a bigger research project and focuses on issues related to soft skills and teaching professional training. The purpose of this paper is to explore the extent of soft skills that has been integrated in teaching professional training from the novice teachers’ perspectives.
Tang, K. N., Yunus, H. M., & Hashim, N. H. (2015). Soft skills integration in teaching professional training: Novice teachers’ perspectives. Procedia-Social and Behavioral Sciences, 186, 835–840.
Increasingly, school services are being guided by a problem solving approach and are evaluated by the achievement of positive outcomes. This shift is explored here in 96 chapters and 11 appendices. The volume provides a comprehensive reference relating contemporary research and thought to quality professional services
Thomas, A., & Grimes, J. (Eds.). (1995). Best practices in school psychology III.Washington, DC: National Association of School Psychologists.
This chapter chronicles some of the major steps school psychology has taken toward adopting science as the basis of practice. Each step has yielded benefits for students as well as practice challenges to be overcome.
Tilly, W. D. (2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology–5(pp. 17–36). Bethesda, MD: National Association of School Psychologists.
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.
Titsworth, S., Mazer, J. P., Goodboy, A. K., Bolkan, S., & Myers, S. A. (2015). Two meta-analyses exploring the relationship between teacher clarity and student learning. Communication Education, 64(4), 385-418.
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.
Twyman, J. and Redding, S. (2015). Personal Competencies / Personalized Learning Lesson Plan Reflection Guide. The Center on Innovations in Learning. Retrieved June 2, 2015 from http://www.ccsso.org/Documents/Personalized%20Learning%20Lesson%20Plan%20Reflection(0).pdf
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.
Twyman, J. and Redding, S. (2015). Personal Competencies / Personalized Learning Reflection on Instruction: A Peer-to-Peer Learning and Observation Tool. The Center on Innovations in Learning.
This study investigated preservice teachers' perceived barriers for implementing multicultural curriculum with preservice teachers as they began their teacher education program.
Van Hook, C. W. (2002). Preservice teachers' perceived barriers to the implementation of a multicultural curriculum. Journal of Instructional Psychology, 29(4), 254-265.
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.
VanDerHeyden, A. (2013). Are we making the differences that matter in education. In R. Detrich, R. Keyworth, & J. States (Eds.),Advances in evidence-‐based education: Vol 3(pp. 119–138). Oakland, CA: The Wing Institute. Retrieved from http://www.winginstitute.org/uploads/docs/Vol3Ch4.pdf
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.
Vanderheyden, A. M., & Tilly, W. D. (2010). Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation. LRP Publications.
This article describes the emergence and influence of evidence-based practice and data-based decision making in educational systems. This article describes the ways in which evidence-based practice (EBP) and response to intervention (RtI) can be used to improve efficacy, efficiency, and equity of educational services.
VanDerHeyden, A., & Harvey, M. (2013). Using data to advance learning outcomes in schools. Journal of Positive Behavior Interventions, 15(4), 205-213.
This literature review examines the impact of various instructional methods
Walberg H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.) New directions for teaching, practice, and research (pp. 75-104). Berkeley, CA: McCutchen Publishing.
This is a meta-review and synthesis of the research on the variables related learning.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 30-43.
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.
Wasson, D. H., & Jackson, M. H. (2002). Assessing cross-cultural sensitivity awareness: A basis for curriculum change. Journal of Instructional Psychology, 29(4), 265-277.
This article offers practical suggestions on how to build a data-based culture in schools.
Wayman, J. C., Midgley, S., & Stringfield, S. (2006). Leadership for data-based decision-making: Collaborative educator teams. Learner centered leadership: Research, policy, and practice, 189-206.
A meta-analysis of the data from empirical investigations of diversity in work groups was used to examine the impact of two types of diversity attributes, highly job-related and less-related, on work group cohesion and performance.
Webber, S. S., & Donahue, L. M. (2001). Impact of highly and less job-related diversity on work group cohesion and performance: A meta-analysis. Journal of management, 27(2), 141-162.
This journal discuss about inequality as a persistent problem in school. An educational system that sorts for differentiated pathways must be replaced with one that develops the talents of all. Psychology has a critical role to play in promoting a new understanding of malleable human capabilities and optimal conditions for their nurturance in schooling.
Weinstein, R. S., Gregory, A., & Strambler, M. J. (2004). Intractable self-fulfilling prophecies fifty years after Brown v. Board of Education. American Psychologist, 59(6), 511.
Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12).
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.
White, W. A. T. (1988). A meta-analysis of the effects of direct instruction in special education. Education and Treatment of Children, 11(4), 364–374.
A prudent way forward for educators given the many acknowledged unknowns in soft skills reform is to substantially enhance efforts that fall within traditional school practices and responsibilities rather than to boldly make risky bets on unproven programs and measures. This paper breakdown the steps for school and district administrators.
Whitehurst, G. J. (2016). Hard thinking on soft skills. Evidence Speaks Reports, 1(14), 1-10.
Results of this meta‐analysis research, testing for a moderator effect, show that support for the overjustification effect occurs only when intrinsic motivation is operationalized as task behaviour during a free‐time measure.
Wiersma, U. (1992). The effects of extrinsic rewards in intrinsic motivation: A meta-analysis.
This paper looks at scope and sequence as essential to effective instruction Instructional.
Wiley, D., & Waters, S. (2005). Scoping and sequencing educational resources and speech acts: A unified design framework for learning objects and educational discourse. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 143-150.
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.
Willingham, D. (2019). How to teach critical thinking. New South Wales (NSW) Department of Education.
Help your students understand the perspectives of other people with these tried-and-tested methods.
Wilson, D., & Conyers, M. (2017). 4 proven strategies for teaching empathy.Edutopia. Retrieved from https://www.edutopia.org/article/4-proven-strategies-teaching-empathy-donna-wilson-marcus-conyers
This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.
Witt, J. C., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of ?the independent variable. Journal of Applied Behavior Analysis, 30(4), 693.
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.
Woolfolk, A. E., & Woolfolk, R. L. (1986). Time management: An experimental investigation. Journal of school Psychology, 24(3), 267-275.
This book describes the research undertaken during the Teaching Competence Project, a two-year research project funded by the Gatsby Charitable Foundation. There were five interlinked studies in the research.
Wragg, E. C., Chamberlin, R. P., & Haynes, G. S. (2005). Failing teachers?. Routledge.
This book describes the research undertaken during the Teaching Competence Project, a two-year research project funded by the Gatsby Charitable Foundation. There were five interlinked studies in the research.
Wragg, E. C., Chamberlin, R. P., & Haynes, G. S. (2005). Failing teachers?. Routledge.