What Works in Schools: Translating Research into Action

transcript

What Works in What Works in Schools:Schools:

Translating Research into Action

When Schools Account for 10% of Achievement Variance

Success Failure

Effective School

66% 34%

Ineffective School

34% 66%

Success Failure

Effective School

72% 28%

Ineffective School

28% 72%

Success Failure

Highly Effective School(top 1 percent)

85% 15%

Factors Influencing Achievement1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies 7. Classroom Management8. Classroom Curriculum Design

School

Teacher

Student

9. Home Environment

10. Learning Intelligence/ Background Knowledge

11 Motivation

Factors Influencing Achievement

School

Teacher

Student

1. Guaranteed and Viable Curriculum

9. Home Environment

11 Motivation

Leadership

The average correlation betweenprincipal leadership behavior and

school achievement is.25

which means….

The average correlation betweenprincipal leadership behavior and

school achievement is.25

which means….

a one standard deviation increase inprincipal leadership is associated

(in a predictive sense)with

a 10 percentile point gain in schoolachievement.

Power and Sample SizeCorrelation Sample Size

.10 380

.20 100

.30 30

.40 22

.50 14

The Test Statistic (1.64)Study Test Statistic

A +1.04

B +1.64

C -2.33

D +3.09

A,B,C,D +1.72

Rosenthal (1969)

• 94 studies• Average value of test statistic=1.014• Combined value = 9.83• Failsafe N= 3,263

Range of findings

High .50

Average .25

Low -.01

Factors Mediating Leadership Behavior

Focus of the change

Order of the change

Factors Influencing Achievement1. Guaranteed and Viable Curriculum

School

Teacher

Student

9. Home Environment

11 Motivation

29 CSR ModelsBorman et al (2003)

• Personnel costs: $13K ($0 to $208K)

• Non-personnel costs: $72K ($15K to $780K)

Variability of Effect Sizes

• Average: d= .15• Range: -2.13 to +7.83• 35% of effect sizes were below zero

Factors Mediating Leadership Behavior

Focus of the change

Order of the change

Leadership for Incremental Change

• Emphasize relationships• Establish strong lines of communication• Be an advocate for the school• Provide resources• Maintain visibility• Protect teachers from distractions• Create culture of collaboration• Look for and celebrate successes

Leadership for Second Order Change

• Shake up the status quo• Hold everyone’s feet to the fire• Propose new ideas• Operate from strong beliefs• Tolerate ambiguity and dissent• Talk research and theory• Create explicit goals for change• Define success in terms of goals

School

1.Guaranteed and Viable Curriculum

2.Challenging Goals and Effective Feedback

3.Parent and Community Involvement

4.Safe and Orderly Environment

5.Collegiality and Professionalism

1.Guaranteed and

Viable Curriculum

School

If you wanted to teach all of the standards in the national documents, you would have to change

schooling from K-12 to K-22 .

• 255 standards across 14 subject areas• 3,500 benchmarks• 13,000 hours of class time available• 9,000 hours of instruction available• 15,500 hours of instruction needed to

cover the 3,500 benchmarks

2.Challenging Goals and

Effective Feedback

School

FIGURE 1.1Percentage of Teachers Reporting Use ofEffort, Behavior, Cooperation, and Attendance in Determining GradesGrade LevelEffortBehaviorCooperationAttendanceK (n = 79)31%7%4%8%1–3 (n = 110)29%8%4%8%4– 6 (n = 158)30%8%8%10%7–9 (n = 142)36%10%8%18%10–12 (n = 151)36%14%9%24%Source: Marzano (1995b). Copyright © 1995 by McREL Institute. Reprinted with permission.

3. Parent and Community

Involvement

School

4. Safe and Orderly

Environment

School

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

Teacher

Z ScoreEntering

Z ScoreLeaving

Average School/Average Teacher

Z ScoreEntering

Z ScoreLeaving

0 0Highly Ineffective School/Highly Ineffective Teacher

0 -1.75

Z ScoreEntering

Z ScoreLeaving

0 -1.75

Highly Effective School/Highly Ineffective Teacher

0 -.35

Z ScoreEntering

Z ScoreLeaving

0 -1.75

0 -.35

Highly Ineffective School/Highly Effective Teacher

Z ScoreEntering

Z ScoreLeaving

0 -1.75

0 -.35

Highly Effective School/Highly Effective Teacher

0 1.75

Z ScoreEntering

Z Score Leaving

0 -1.75

0 -.35

Highly Effective School/Highly Effective Teacher

0 1.75

Highly Effective School/Average Teacher

6. Instructional Strategies 7. Classroom Management

Teacher

6. Instructional Strategies

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic Representations

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Teacher

Classroom management is defined as teachers’ actions related to

i. Establishing and enforcing rules and procedures ES = -.76,P28

ii. Carrying out disciplinary actions ES =-.91,P32

iv. Maintaining an appropriate mental set ES= -1.29,P40

iii. Maintaining effective teacher-student relationships, and ES=-.87,P31

ii. Carrying out disciplinary actions

Effect Sizes for Disciplinary Interventions

Reinforcement -.86

Punishment -.78

No immediate consequence -.64

Punishment and reinforcement -.97

iii. Maintaining effective teacher-student relationships

<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>High Dominance High SubmissionClarity of purpose, Lack of clarity, strong guidance purpose, or direction

<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>High Cooperation High OppositionConcern for needs Active antagonism, of others, team member thwart others’ goals

Mental Set

FINAL FOLIOS SEEM TO RESULT FROM YEARSOF DUTIFUL STUDY OF TEXTS ALONG WITH

YEARS OF SCIENTIFIC EXPERIENCE.

FINAL FOLIOS SEEM TO RESULT FROM YEARS

OF DUTIFUL STUDY OF TEXTS ALONG WITH

YEARS OF SCIENTIFIC EXPERIENCE.

iv. Maintaining an appropriate mental set

Mental set =

i. “withitness”- the disposition of the teacher to quickly and accurately identify problem behavior and act on it.”

ii. emotional objectivity—“…implementing and enforcing rules and procedures…without interpreting violations…as a personal attack.”

Student Responsibility

a) All strategies ES= -.69, P25

b) Cognitively based ES= -.78, P28

c) Self-monitoring ES= -.50, P23

Teacher

Question One: What is the essential idea or concept and how will its importance be communicated

Question Two: What are the specific learning goals for the unit and how will they be communicated to students?

Question Three: What will be done to help students begin thinking about the new content?

Question Four: What are the major activities that will be used to introduce new content to students and how will they be approached?

• Have students read

• Have students listen

• Have students observe or view

• Have students do

Read X

Listen X

Observe/ViewDo

NAR EXP

Read X X

Listen X X

Observe/View

Do X X

NAR EXP

Question Five: During major activities, what will be done to help students process, encode and construct meaning for new content?

• Linguistic

• Non-linguistic

Question Six: What will be done to help students practice and revise the new content?

Question Seven: What will be done to help students apply new content?• compare and contrast content• classify content• create metaphors with content• create analogies with content• solve problems regarding content• make decisions regarding content• engage in investigations regarding content• engage in experimental inquiry regarding content• engage in systems analysis regarding content• invent things regarding content

Question Eight: How will grouping of students be used?

• Use informal groups

• Use formal groups

• Use base groups

Question Nine: During the unit and at the end of the unit, how will feedback be provided to students as to their status and progress?

Question Ten: During the unit and at the end of the unit, how will success be celebrated and how will effort be recognized and encouraged?

• Celebrate legitimate success

• Systematically recognize and encourage effort

For which of the teacher-level factors is your school or district in most need of attention and resources?

a) Effective instructional strategies

b) Effective classroom management

c) Effective models of instructional planning

9. Home Environment

10. Learned Intelligence/ Background Knowledge

11. Motivation

Student

9. Home Environment

11. Motivation

9. Home Environment

Socio-Economic Indicators % of Variance Explained

Income Only 10%Education Only 3%Occupation Only 4%Home Atmosphere Only 33%

Student

9. Home Environment

11. Motivation

Student

9. Home Environment

11. Motivation

What Works in Schools: Translating Research into Action

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