eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Lessons from the first generation of standards-based reforms suggest that intense attention to high quality instructional tasks, use of formative assessments embedded in those tasks, and professional development (PD) that attends to both content knowledge and instruction are essential considerations if teachers are to meet the demands of the CCSS. Experts from the Shell Centre have developed a set of formative assessment lessons (FALs) for high school mathematics teachers to facilitate CCSS-based student mathematics learning and provide teachers with feedback about student understanding and mastery. The tools are designed to target the “instructional core”… Continue Reading →
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eric.ed.gov har udgivet: Turning around chronically low-performing schools requires a multifaceted school-wide, systematic effort that includes strong leadership and data-based decision making. School-wide efforts to turn-around low-performing schools should address the academic, social, and behavioral needs of all students. One evidence-based, systematic school-wide approach for addressing social and behavioral concerns in schools and, distally, increasing students’ access to academic instruction, is school-wide positive behavior interventions and supports (SWPBIS). SWPBIS is associated with increased positive school climate, increased teacher self-efficacy, decreased problem behaviors for the whole school, and potentially, increased academic achievement. The underlying assumption is that by improving social behavior, schools have more time and ability to deliver effective curriculum and instruction. However, to-date, this assumption has not been fully investigated. The goal of this paper is to explicitly examine… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year’s curriculum. Across both content areas, the tools target the “instructional core” by raising the level of content; enhancing teachers’ skill and knowledge about instruction, content and formative assessment; and catalyzing student engagement in their learning so that they will achieve at high levels. These tools… Continue Reading →
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eric.ed.gov har udgivet: This study was designed in response to a request from rural educators in the Northeast for support in identifying high-quality online resources to implement the Common Core State Standards for Mathematics (CCSSM). The process for identifying online resources included selecting resources that had an easily navigable CCSSM organizational structure and explicit references to the CCSSM content and/or practice standards. The process for evaluating quality involved math content experts applying the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric to the selected online resources. A total of 184 online resources were initially screened, with 59 meeting all three of these criteria. Among these 59 resources, 19 were determined to be exemplary according EQuIP: 13 of the 19 were classified as instructional resources and 6 of the 19… Continue Reading →
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eric.ed.gov har udgivet: Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to use of data-driven decision making and data teams. This article describes the efforts of a low-performing middle school in establishing preventative measures and interventions within such a framework. Results indicate a reduction in teacher discipline referrals and student suspensions, including those involving students with disabilities and statistically significant improvement on 30 of 47 items of a school climate and student resiliency survey. In addition, school scores on state mastery tests in both reading and math improved by 25%… Continue Reading →
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eric.ed.gov har udgivet: This brief applies value-added models to student surveys in the CORE Districts to explore whether social-emotional learning (SEL) surveys can be used to measure effective classroom-level supports for SEL. The authors find that classrooms differ in their effect on students’ growth in self-reported SEL–even after accounting for school-level effects. Results suggest that classroom-level effects within schools may be larger than school-level effects. However, the low explanatory power of the SEL models means it is unclear that these are causal effects that have appropriately controlled for student-level characteristics. Finally, there are generally low correlations between classroom-level growth in SEL and classroom-level growth in English language arts (ELA) or math, suggesting the SEL measures may capture growth not measured by academic test scores. Although results are preliminary, they indicate… Continue Reading →
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eric.ed.gov har udgivet: The “MTP-Math/Science” curricula specifically target the teaching and learning of children at risk of early school failure, a population for whom achievement gaps in mathematics and science are visible even in Pre-K years. “MTP-Math” is based on Focal Areas defined by the National Council of Teachers of Mathematics (NCTM) (2006) for Pre-K through the 8th grade and developmental trajectories for Mathematics from Pre-K to grade two advanced by Clements (2004), and further focused through a review of state Pre-Kindergarten standards. In the authors’ earlier research with the “MTP” model to support language and literacy (Pianta, Mashburn, Luckner, Myers, & Kilday, 2008), the “MTP” teacher professional development program improved the quality of classroom interactions that Pre-K students experience, which in turn, promoted children’s development of language and literacy… Continue Reading →
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eric.ed.gov har udgivet: This brief examines California’s Multi-Tiered System of Supports (MTSS), which is a framework designed to identify and assist students performing below grade level. MTSS involves at least three tiers of support; Tier 2 includes personalized assistance. Unfortunately, Tier 2 services are not adequately resourced so it is not surprising that California students rank only 38th in the nation in reading and math. To move higher, it is important that the state provide categorical funding for Tier 2 services. California teachers already have a full-time job. To successfully implement MTSS, they need additional Tier 2 personnel (e.g., paraprofessional instructional aides and trained clerical staff to manage student progress monitoring) to assist them. Link til kilde
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eric.ed.gov har udgivet: Teachers play a critical role in establishing classroom and school environments that contribute to students’ social and emotional development. This paper explores whether we can estimate a classroom-level measure of student growth in SEL by applying value-added models to students’ [social-emotional learning] SEL. We analyze data from the 2016 and 2017 administrations of student self-report surveys, which contain responses from roughly 40,000 students in Grade 5 within five of California’s CORE Districts. We estimate separate value-added models for each of the four SEL constructs assessed–growth mindset, self-efficacy, self-management, and social awareness–and for math and [English language arts] ELA academic growth. We find across-classroom-within-school variance of students’ SEL outcomes, even after accounting for school-level variance. The magnitude of classroom-level impacts on students’ growth in SEL appears similar to… Continue Reading →
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eric.ed.gov har udgivet: Public investment in pre-K programs across the US has expanded over the past two decades, primarily to increase access to pre-K programs, especially among low-income children and children of color. However, program quality varies across states. One key question policymakers and practitioners have posed is how to create high-quality early childhood educational environments that promote successful outcomes for all preschool-aged children. This study considers the role of professional development supports in helping teachers create high-quality learning experiences for children. It examines three professional development supports that early childhood programs often provide (teacher training, coaching, and common planning time), whether these supports predict various aspects of observed teacher practice, and whether the associations between professional development supports and teacher practice vary based on teachers’ experience. Findings suggest that… Continue Reading →
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