Transcript Slide 1

What Works in
Schools:
Translating Research into
Action
When Schools Account for 10%
of Achievement Variance
Success
Failure
Effective
School
66%
34%
Ineffective
School
34%
66%
When Schools Account for 20%
of Achievement Variance
Success
Failure
Effective
School
72%
28%
Ineffective
School
28%
72%
When Schools Account for 50%
of Achievement Variance
Highly
Effective School
(top 1 percent)
Success
Failure
85%
15%
Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
School
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies
7. Classroom Management
Teacher
8. Classroom Curriculum Design
9. Home Environment
10. Learning Intelligence/ Background Knowledge
Student
11 Motivation
Leadership
Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
School
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies
7. Classroom Management
Teacher
8. Classroom Curriculum Design
9. Home Environment
10. Learning Intelligence/ Background Knowledge
Student
11 Motivation
Leadership
Leadership
Leadership
3. Parent and Community Involvement
The average correlation between
principal leadership behavior and
school achievement is
.25
which means….
The average correlation between
principal leadership behavior and
school achievement is
.25
which means….
a one standard deviation increase in
principal leadership is associated
(in a predictive sense)
with
a 10 percentile point gain in school
achievement.
Power and Sample Size
Correlation
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
r
High
.50
Average
.25
Low
-.01
Factors Mediating Leadership
Behavior
Focus of the change
and
Order of the change
Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
School
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies
7. Classroom Management
Teacher
8. Classroom Curriculum Design
9. Home Environment
10. Learning Intelligence/ Background Knowledge
Student
11 Motivation
29 CSR Models
Borman 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
and
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
Factors Influencing Achievement
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
Factors Influencing Achievement
School
1.Guaranteed and Viable Curriculum
2.Challenging
1.Guaranteed Goals
and and Effective Feedback
3.Parent
and Community Involvement
Viable Curriculum
4.Safe and Orderly Environment
5.Collegiality and Professionalism
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
Factors Influencing Achievement
School
1.Guaranteed and Viable Curriculum
2.Challenging
and Feedback
2.Challenging GoalsGoals
and Effective
3.Parent and Community Involvement
Effective Feedback
4.Safe and Orderly Environment
5.Collegiality and Professionalism
FIGURE1.1
Percentage of TeachersReportingUseof
Effort,Behavior, Cooperation, andAttendance inDeterminingGrades
GradeLevel
Effort
Behavior
Cooperation
Attendance
K(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©1995byMcRELInstitute.Reprintedwith permission.
Factors Influencing Achievement
School
1.Guaranteed and Viable Curriculum
2.Challenging
Goals and Effective Feedback
3. Parent and Community
3.Parent
and Community Involvement
Involvement
4.Safe and Orderly Environment
5.Collegiality and Professionalism
Factors Influencing Achievement
School
1.Guaranteed and Viable Curriculum
2.Challenging
4.
Safe and Orderly
Goals and Effective Feedback
3.Parent
Environment
and Community Involvement
4.Safe and Orderly Environment
5.Collegiality and Professionalism
Factors Influencing Achievement
School
1.Guaranteed and Viable Curriculum
2.Challenging Goals and Effective Feedback
3.Parent
5.
Collegiality
and Community
and Professionalism
Involvement
4.Safe and Orderly Environment
5.Collegiality and Professionalism
Factors Influencing Achievement
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
Factors Influencing Achievement
Teacher
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
Average School/
Average Teacher
Z Score
Entering
Z Score
Leaving
0
0
Z Score
Entering
Z Score
Leaving
Average School/
Average Teacher
0
0
Highly Ineffective
School/Highly
Ineffective Teacher
0
-1.75
Z Score
Entering
Z Score
Leaving
Average School/
Average Teacher
0
0
Highly Ineffective
School/Highly
Ineffective Teacher
0
-1.75
Highly Effective
School/
Highly Ineffective
Teacher
0
-.35
Z Score
Entering
Z Score
Leaving
Average School/
Average Teacher
0
0
Highly Ineffective
School/Highly
Ineffective Teacher
0
-1.75
Highly Effective
School/
Highly Ineffective
Teacher
0
-.35
Highly Ineffective
School/
Highly Effective
Teacher
0
.35
Z Score
Entering
Z Score
Leaving
Average School/
Average Teacher
0
0
Highly Ineffective
School/Highly
Ineffective Teacher
0
-1.75
Highly Effective
School/
Highly Ineffective
Teacher
0
-.35
Highly Ineffective
School/
Highly Effective
Teacher
0
.35
Highly Effective
School/
Highly Effective
Teacher
0
1.75
Average School/
Average Teacher
0
0
Highly Ineffective
School/Highly
Ineffective Teacher
0
-1.75
Highly Effective
School/
Highly Ineffective
Teacher
0
-.35
Highly Ineffective
School/
Highly Effective
Teacher
0
.35
Highly Effective
School/
Highly Effective
Teacher
0
1.75
Highly Effective
School/
Average Teacher
0
.80
Factors Influencing Achievement
Teacher
6. Instructional Strategies
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
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
Factors Influencing Achievement
Teacher
6. Instructional Strategies
7. Classroom Management
7. Classroom Management
8. Classroom Curriculum Design
7. Classroom Management
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
iii. Maintaining effective teacher-student
relationships, and ES=-.87,P31
iv. Maintaining an appropriate mental set ES=
-1.29,P40
7. Classroom Management
ii. Carrying out disciplinary actions
Effect Sizes for Disciplinary Interventions
Reinforcement
-.86
Punishment
-.78
No immediate consequence
-.64
Punishment and reinforcement
-.97
7. Classroom Management
iii. Maintaining effective teacher-student relationships
<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>
High Dominance
High Submission
Clarity of purpose,
strong guidance
Lack of clarity,
purpose, or direction
<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>
High Cooperation
High Opposition
Concern for needs
of others, team member
Active antagonism,
thwart others’ goals
Mental Set
FINAL FOLIOS SEEM TO RESULT FROM YEARS
OF 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.
7. Classroom Management
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
Factors Influencing Achievement
Teacher
6. Instructional Strategies
8. Classroom Curriculum Design
7. Classroom Management
8. Classroom Curriculum Design
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
NAR
EXP
Read
X
Listen
X
Observe/
View
Do
NAR
EXP
Read
X
X
Listen
X
X
Observe/
View
Do
X
X
X
X
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
Factors Influencing Achievement
Student
9. Home Environment
10. Learned Intelligence/
Background Knowledge
11. Motivation
Factors Influencing Achievement
Student
9. Home Environment
9.
Environment
10.Home
Learned
Intelligence/
Background Knowledge
11. Motivation
9. Home Environment
Socio-Economic Indicators
Income Only
% of Variance
Explained
10%
Education Only
3%
Occupation Only
4%
Home Atmosphere Only
33%
Factors Influencing Achievement
Student
9. Home Environment
10.
10.Learned
LearnedIntelligence/
Intelligence/
Background
BackgroundKnowledge
Knowledge
11. Motivation
Factors Influencing Achievement
Student
9. Home Environment
11. Learned
Motivation
10.
Intelligence/
Background Knowledge
11. Motivation