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Intervention; Employment; Autism; Feedback (Response); Coaching (Performance); Pervasive Developmental Disorders; Cues; Auditory Stimuli; Secondary School Students; Program Effectiveness; Skill Development

Abstract:
Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons, including problems with performing work tasks. This study used a multiple baseline design across participants to examine the effects of performance feedback on the participants' ability to independently make photocopies. Feedback was delivered privately through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching, was effective in increasing the participants' accuracy in making photocopies. Specifically, participants demonstrated mastery of the skill within 4-5 sessions, and their improvements maintained for several weeks following intervention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Effectiveness; Teacher Recruitment; Teacher Persistence; Tenure; Teacher Dismissal; Job Layoff; Teacher Improvement; Inservice Teacher Education; Faculty Development; Coaching (Performance); Educational Research; Alignment (Education); Program Effectiveness; Expenditures; Personnel Management; Educational Administration

Abstract:
Fueled in part by the U.S. Department of Education's Race to the Top program, a massive effort to overhaul teacher evaluation is underway in states and districts across the country. The aim is to ensure that evaluations provide a better indication of "teaching effectiveness," or the extent to which teachers can and do contribute to students' learning, and then to act on that information to enhance teaching and learning. But as states and districts actually begin to adopt policies to measure teaching effectiveness, another kind of debate is now raging: How exactly should school systems use the results of their new teacher-evaluation systems? More broadly, once states and districts begin to measure effectiveness, what kinds of strategies should they adopt to "increase" the amount of measured effectiveness in the teacher workforce over time? Underneath the confusion about what the reforms are really about lie two very different types of strategies for boosting teaching effectiveness in the workforce. The first strategy can be called "movin' it" because it treats a teacher's effectiveness as fixed at any given point in time, then uses selective recruitment, retention, and "deselection" to attract and keep teachers with higher effectiveness while removing teachers with lower effectiveness. In contrast, "improvin' it" policies treat teachers' effectiveness as a mutable trait that can be improved with time. When reformers talk about providing all teachers with useful feedback following classroom observations or using the results of evaluation to individualize professional development for teachers, they are referring to "improvin' it" strategies. In reality, there is nothing about either strategy that precludes the other. Therefore, instead of treating them as "either/or" choices, smart school systems would combine "movin' it" and "improvin' it" policies to maximize increases in teaching effectiveness. In fact, evidence suggests that high-improving and high-performing schools manage to do just that. (Contains 8 figures and 54 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Achievement Gap; School Schedules; Elementary School Students; Secondary School Students; Numeracy; Foreign Countries; Mixed Methods Research; Literacy; Longitudinal Studies; Educational Change; Socioeconomic Status; Principals; Leaders; Coaching (Performance)

Abstract:
The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80% of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students' out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Constructivism (Learning); Reading Achievement; Educational Benefits; Academic Achievement; Attendance; Grade 5; Educational Environment; Grade 4; Elementary School Teachers; Mathematics Achievement; Behavior Problems; Program Effectiveness; Individualized Instruction; Outcomes of Education; Core Curriculum; Inservice Teacher Education; Coaching (Performance); Standardized Tests; Program Implementation; Program Descriptions; Mixed Methods Research; Observation; Comparative Analysis; Experimental Groups; Control Groups; Questionnaires; Internet; Computer Uses in Education; Laptop Computers; Blended Learning; Technical Support

Abstract:
This study provides a comprehensive look at a constructivist one-to-one computing program's effects on teaching and learning practices as well as student learning achievements. The study participants were 476 fourth and fifth grade students and their teachers from four elementary schools from a school district in the Dallas, Texas, area. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions, suggesting a range of possible educational benefits that can be achieved through a comprehensive one-to-one computing educational environment. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Beginning Teachers; Secondary School Teachers; Music Teachers; Secondary School Students; Music Education; Academic Achievement; Change; Educational Research

Abstract:
Transition from primary to secondary school in the UK has received considerable attention in educational research over the last few decades, although specific focus on transition in music has only been relatively recently addressed. Research by Mills (1996) and Marshall and Hargreaves (2007, 2008) draws upon both general and music-specific studies to provide insights into the educational value of common transition practices for pupils and teachers. While evidence from the recent surveys indicate significant progress in promoting successful transitions compared with earlier research, there continue to be areas requiring further enquiry, particularly that of curriculum progression and pupil achievement in music. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Laboratory Schools; Educational Research; Academic Achievement; Program Effectiveness; Foreign Countries; Teaching Methods; Elementary School Students; Middle School Students; Coaching (Performance); Student Evaluation; Data Analysis

Abstract:
Morningside Academy is a third-level scientifically driven service organization (Johnston, 1996) consisting of a laboratory school and outreach to schools and agencies throughout the United States and Canada through its partnership with Morningside Teachers' Academy. The approach blends together a number of empirically validated practices to assist students in achieving academic performance gains. This article describes the three phases--instruction, practice, and application--that make up Morningside's educational programs, outlines the coaching protocol used to prepare teachers to effectively deliver the programs, presents evidence of effectiveness, and calls on our colleagues in basic human research and experimentally controlled applied research organizations to partner with us to answer important theoretical and procedural questions related to our current technologies. (Contains 2 tables, 2 footnotes, and 15 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Seniors; College Bound Students; Coaching (Performance); Intervention; College Applicants; Program Evaluation; Program Effectiveness; Scores; Grade 10; Academic Achievement; Control Groups; Enrollment; Evidence

Abstract:
"Late Interventions Matter Too--The Case of College Coaching in New Hampshire" examined whether providing college application coaching to high school seniors increased postsecondary enrollment. The program was aimed at students who were considering applying to college but who had made little or no progress in the application process, and who had a tenth grade test score high enough to warrant applying to college. Study authors randomly assigned approximately 950 students from 12 New Hampshire high schools to receive the coaching program or be in the control group. The coaching program was implemented by volunteer college students, and provided in-person assistance with completing college application and financial aid forms, money to cover application fees, and a $100 cash incentive to participants for completing the college application process. Overall, students receiving the intervention had postsecondary enrollment rates that were four percentage points higher than students in the control group (43% versus 39%), but this difference was not statistically significant. However, study authors reported a statistically significant interaction between student gender and program participation: Women who participated in the program enrolled in postsecondary education at a rate that was 12 percentage points higher than women in the control condition (63% versus 51%). For men, the enrollment rates were essentially equal in the intervention and the control conditions. The portion of the study that estimates the impact of the coaching program on college enrollment meets What Works Clearinghouse evidence standards without reservations because it is a randomized controlled trial with no attrition. A more thorough review (forthcoming) will determine whether the follow-up findings for enrollment and the analyses of the impact of the program on enrollment for first-generation college students meet WWC evidence standards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Mentors; Coaching (Performance); Inquiry; Inservice Teacher Education; Teacher Collaboration; Case Studies; Guidelines; Research Methodology; Research Tools; Teacher Researchers; Outcomes of Education; Program Effectiveness; Secondary School Teachers

Abstract:
Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner inquiry within mentoring and coaching relationships in schools results in professional learning which is both transformative and empowering for teachers. The book sets out a new model for mentoring and coaching which is centered on a process of critical inquiry and shows teachers how they can use this model to carry out their own collaborative inquiries. Features include: (1) reflective questions, guidelines, task and templates to help collect evidence and evaluate inquiries; (2) detailed case studies focusing on teachers at different stages in their career; (3) practical guidance on carrying out practitioner inquiry and research; and (4) an analysis of learning outcomes resulting from different coaching and mentoring relationships. This timely text will be valuable reading for coaches and mentors in secondary schools, teachers undertaking continuing professional development and students on coaching and mentoring courses. Following an introduction, the table of contents contains the following chapters: (1) Using this book to develop professional learning through mentoring and coaching; (2) Dimensions of professional learning; (3) Mentoring and Coaching: A platform for professional learning; (4) Practitioner Inquiry for professional learning in mentoring and coaching; (5) Inquiring into the nature of mentoring and coaching through collaboration: (6) Inquiring into mentoring and coaching in a range of professional contexts; (7) Inquiring into one to one mentoring and coaching collaborations within the school context; (8) Inquiring into wider mentoring and coaching collaborations within the school context; and (9) A new perspective: mentoring and coaching as collaborative professional inquiry. A Bibliography is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Meta Analysis; Educational Research; Program Effectiveness; Urban Schools; Parent Participation; Programs; Academic Achievement; Effect Size; Preschool Children; Elementary School Students; Secondary School Students

Abstract:
This meta-analysis of 51 studies examines the relationship between various kinds of parental involvement programs and the academic achievement of pre-kindergarten-12th-grade school children. Analyses determined the effect sizes for various parental involvement programs overall and subcategories of involvement. Results indicate a significant relationship between parental involvement programs overall and academic achievement, both for younger (preelementary and elementary school) and older (secondary school) students as well as for four types of parental involvement programs. Parental involvement programs, as a whole, were associated with higher academic achievement by 0.3 of a standard deviation unit. The significance of these results is discussed. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Feedback (Response); Evaluators; Interrater Reliability; Academic Standards; Educational Change; Politics of Education; Evaluation Methods; Leadership; Teacher Evaluation; Program Implementation; Training Methods; Program Effectiveness; Educational Policy; Scoring Rubrics; State Departments of Education; State Legislation; Policy Analysis; School Districts; Teacher Attitudes; Administrator Attitudes; Evaluation Problems; Classroom Observation Techniques; Educational Testing; Educational Indicators; Federal Legislation; Surveys; Program Evaluation; Inservice Teacher Education; Coaching (Performance); Educational Technology; Achievement Tests

Abstract:
In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training). Evaluators were required to pass an inter-rater reliability exam, in which they viewed video recordings of teachers delivering lessons and rated them to ensure they understood the distinction between differing levels of performance. Implementation of the evaluation system began at the start of the 2011-12 school year. The department made a concentrated effort to solicit and encourage feedback, meeting with teachers and administrators across the state. Educators voiced both strengths and concerns about various facets of the teacher evaluation process and implementation. Legislators also received feedback from their constituents and shared information with department officials. The department and others heard positive comments from administrators about improvements in the quality of instruction in classrooms and also heard concerns about particular facets of the system. As implementation continued through the first semester of the school year, it became clear that satisfaction with the evaluation system varied considerably from district to district, driven largely by district- and school-level leadership. While administrators continued to tout the system's impact on instruction, the public discussion about teacher evaluation began to detract from the real purpose of the evaluation system: improving student achievement. In response, Governor Haslam, supported by legislative leadership, tasked the State Collaborative on Reforming Education (SCORE) with conducting an independent review of the system through a statewide listening and feedback process and producing a report to the State Board of Education and department outlining a range of policy considerations. In addition, the Governor announced his support of House Joint Resolution (HJR) 520, which ultimately was adopted by the General Assembly. This resolution directed the department to follow through on its commitment to seek feedback, conduct an internal review of the evaluation system, and provide a report with recommendations to the House and Senate Education Committees by July 15, 2012. Through its feedback gathering process, common themes have emerged: (1) Administrators and teachers--including both supporters and opponents of the evaluation model--believe the TEAM rubric effectively represents high-quality instruction and facilitates rich conversations about instruction; (2) Administrators consistently noted that having school-wide value-added scores has led to increased collaboration among teachers and a higher emphasis on academic standards in all subjects; (3) Administrators and teachers both feel too many teachers have treated the rubric like a checklist rather than viewing it as a holistic representation of an effective lesson, and both groups feel additional training is needed on this point; (4) Teachers in subjects and grades that do not yield an individual value-added score do not believe it is fair to have 35 percent of their evaluation determined by school-wide scores; (5) Implementation of the 15 percent measure has not led to selection of appropriate measures, with choices too often dictated by teacher and principal perceptions of which measure would generate the highest score rather than an accurate reflection of achievement; (6) Administrators consistently noted the large amount of time needed to complete the evaluation process. In particular, administrators want to spend less time observing their highest performing teachers and more time observing lower performing teachers. Additionally, they feel the mechanics of the process (e.g., data entry) need to be more streamlined and efficient; (7) Both administrators and teachers consistently felt better about the system as the year progressed, in part due to familiarity with the expectations and because of changes that allowed for fewer classroom visits during the second semester; and (8) Local capacity to offer high-quality feedback and to facilitate targeted professional development based on evaluation results varies considerably across districts. (Contains 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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