Transcript Slide 1

Going Broader and Deeper in
Understanding How to Close the
Achievement Gap(s)
A. Wade Boykin, Ph.D.
Professor of Psychology
Executive Director
Capstone Institute at Howard university
The Achievement Gap is Multi-faceted
• Minority Group vs. Majority Group
• American Students vs. “The World”
• 20th Century Preparation vs. 21st
Century Preparation
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GAP CLOSING OPTIONS
C
P
E
R
F
PRE
White
Black
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POST
Evidence-Based Practices
• Did we get these results because of
what we did?
• Can we repeat this and get the same
results again?
• Can we or others get the same
results elsewhere in similar settings?
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Transactional
Along with
Technocratic
Solutions
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P
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Asset
Focused
Strategies
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Copyright
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Guiding
Functions
(Adaptive Learning
Orientations)
Engagement
3D Gap
Closing
Outcomes
Guiding Functions (Impact
Engagement & 3D Outcomes)
• Self-Efficacy
(Confidence that one can do what it takes to
accomplish the desired outcome)
• Self-Regulated Learning
(Planning, monitoring & assessing ones own
learning)
• Belief Change
(From Smartness as Fixed to Smartness as
Incremental)
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Borman & Overman (2004)
Resilient Students are higher than
non-Resilient students in terms of:
• More positive attitudes toward school
• Engagement (Teacher Rating)
• Efficacy
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Asset-Based Strategy Types that
Impact Guiding Functions,
Engagement, and Achievement
• Information Processing Quality
• Classroom Interpersonal Relationship
Quality
• Enabling Learning Goals
• Classroom Collaboration
• Meaningful Learning (Individual, Social)
• Cultural Resources
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Information Processing Quality
• Automaticity
(Williams et al 2005)
• Schema Based Instruction
(Jitendra et al 2007)
• Direct Teaching of Critical Thinking
Skills
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Arithmetic Word Problem Structures
• Change
-Andy had five marbles. Then he gave three marbles to Nick.
How many marbles does Andy have now?
• Combine
-Andy has two marbles. Nick has three marbles. How many
marbles do they have altogether?
• Compare
-Nick has five marbles. Andy has two marbles. How many
more marbles does Nick have than Andy?
• Equalize
-Nick has five marbles. Andy has two marbles. How many
marbles does Andy have to buy to have as many marbles as
Nick?
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Text Structure of Information Text
•
•
•
•
•
Sequence Pattern
Descriptive Pattern
Comparison-Contrast Pattern
Cause-Effect Pattern
Problem-Solution Pattern
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12
Somebody Wanted But So
Overview of the “Somebody Wanted But So” Strategy
Student identification of plot elements, such as conflicts and
resolutions, can be facilitated by the use of the “Somebody
Wanted But So” (SWBS) reading strategy. With SWBS,
students complete a chart by creating a SWBS statement
that identifies a character, the character’s goal/motivation, a
conflict that impedes the character, and the resolution of
conflict. The chart has four column headings:
Somebody
(character)
Wanted
(goal/motivation)
But
(conflict)
So
(resolution)
While the SWBS reading strategy lends itself to after reading, it can be used during the
reading of specific chapters or section of the text and with the main plot as well as subplots.
TSRQ Elements
Caring (Genuine)
Empathy
Affective Support
Instructional Support
Encouraging the Best
Holding Optimistic view of
student(s)
• Non-Patronizing
•
•
•
•
•
•
(Safit & Pianta 2001; Hughes & Kwok 2007; Hamre & Pianta 2005;
Tennenbaum & Ruck, 2007)
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High Emotional Support Can Lead
to Gap Closing Outcomes
• High emotional support includes factors such as (1)
Teacher sensitivity to child’s needs e.g. mood, interests
etc. (2) Teacher reluctance to impose her/his agenda
unilaterally onto the child (3) Teacher creation of a
positive affective climate (4) Teacher deployment of
classroom management marked by clear yet flexible
expectations and behavioral guidelines.
(Hamre and Pianta, 2005)
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TSRQ
When You Work Really Hard In School, Which of the
Following Reasons Are Most Important To You
Percentages
Blk
My Teachers
Encourage Me
To Work Hard
The Teacher
Demands It
Wht
Hisp
Asn
31%
47%
31%
41%
15%
29%
19%
20%
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Ferguson (2003)
Information Processing Plus TSRQ
Crosnoe et al (2010)
• In classrooms that promoted inference-based
learning techniques, low math achieving students
improved their math achievement outcomes
more steeply from the third to the fifth grade
than was the case for average and high achieving
students. This gap closing result however
occurred only when these classrooms also
fostered TSRQ, and did not occur in classrooms
that primarily manifested “basic skills”
instruction.
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17
Enabling Learning Goals
Kaplan & Maehr (1999)
Mastery
Goals
Performance
Goals
Emotional Tone
-.35
Peer Relationships
-.31
Perceived Academic Efficacy
Disruptive Behavior
.49
-.41
Significant Regression Coefficients
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Classroom Collaboration
 Collaboration and collaborative learning
 Student accountability, ownership and responsibility
 Student voice and choice
 Inclusiveness
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Collaborative Activities
• Numbered Heads Together
Students with mixed abilities are place in
groups of four and randomly assigned numbers.
While in groups students are given problems or
questions to solve or answer. They are given
time to “put their heads together” to reach a
correct response. By randomly calling out
numbers each group member is prompted to
insure that all members are knowledgeable of
the appropriate response. When certain
numbered group members respond correctly,
the whole group receives positive recognition.
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Meaningful Learning

Relevance

Personal Connections

World Connections

Subject Matter Connections

Importance

Prior Knowledge, Competences
and Understanding
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Percent of Motivational Strategies
Observed
58.31
60
50
40
30
27.05
20
7.49
10
7.11
0
Attention
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Relevance
Confidence
Type of Strategy
Satisfaction
PERSONALIZATION EXAMPLE
• There are 3 objects. Each is cut in one-half. In all,
how many pieces would there be? ABSTRACT
• Billy had 3 candy bars. He cut each one of them in
half. In all, how many pieces of candy bar did Billy
have? CONCRETE
• Joseph's teacher, Mrs, Williams, surprised him on
December 15 when she presented Joseph with 3
Hershey Bars, Joseph cut each one of them in onehalf so that he could share the birthday gift with his
friends. In all, how many pieces of Hershey Bars did
Joseph have for his friends? PERSONALIZED
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STIPEK (2004)
Constructivist Teaching
 Phonics Instruction
Embeddedin Meaningful
Text
 Modeling & Guided Use of
Explicit Comprehension
Strategies
 Multiple Methods of Reading
Instruction
 Connection to Children’s
Personal Experiences
 Encouragement of Self
Expression
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Didactic Teaching
 Isolated Phonics
Instruction
 Rote Memorization
 Teachers Read to
Students Without
Engaging in
Conversation
 Correctness Emphasis in
Children’s Writing
Prediction of Didactic Teaching
% Below Grade Level
% Eligible Lunch
% African American
% Latino in School
.18
.04
.42*
.06
P < .001
Entries are regression coefficients
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Stipek (2004)
Cultural Resources
 Family, peer, community socialization
 Traditions, rituals and practices
 Fundamental core values
 Culturally salient learning structures
 Popular culture
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Cultural Modeling
(Carol Lee, Northwestern
University)
This entails bringing examples from students’ popular cultural
interests into the classroom in ways that require students to use
interpretive or critical thinking skills to express these popular
culture examples. Then, students are made fully conscious and
reflective of their deployment of these skills. Students are then
shown how these same skills that they display underlie tasks in
the formal curriculum. Students then are lead to apply these
skills to tasks in the formal curriculum.
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Communal Learning Prompt
[Instructions should be given to the students while they are
holding hands and standing in a circle around the tutor/teacher].
I would like you to help each other by working together. It is important that you feel
connected with the students that you are working with in your group. You should also try to
do everything that you can to share, help and work well together for the good of the group
so that everyone will [learn/compete the story/task/project]. Your group is counting on you
to do the best you can so that everyone will succeed and not just for one of you to do well.
Since all of you live in the same neighborhood, have similar friends, and go to the same
school, then you are very important to each other. You should feel close to each other and
you should support one another. Remember also, that you and your group are working
together to make the most of this time that you are spending here together. Therefore, you
and your group should be helpful, kind, and giving for the good of everything in your group.
You can do better if you all take part in [learning/completing the story/task/project].
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Posttest Performance -Learning Condition by Ethnicity
Interaction
10.19
11
10
9
8
7
6
5
4
3
2
1
0
9.63
8.46
7
6.72
C
G
African American
C= Communal study condition
G= Inter-Group Competition study condition
I = Interpersonal Competition study condition
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6.41
I
European American
Hurley, Allen, & Boykin (2009)
Professional Development Regimen
• Pre-Workshop Activity
• Workshop
• Follow Up Support
• Feedback
• Coaching
• Demonstrations
• Learning Community/Planning Time
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Shifting the Paradigm with Some Policy
Implications
• Let Evidence Be Our Guide
• Pay Particular Attention to Classroom
Dynamics
• School Organization to Support
Achievement of Classroom Goals
• Focus on Assets
• Educate the Whole Student
• Broadly Build Stakeholder Capacity
• Seek Multiple Success Pathways
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Talent Development Context
All Students (Stakeholders) Can Learn With Multiple Stakeholder Input
Evidence Based Framework
Guiding Functions & Engagement
Complemental Activities
Assessment
&
Evaluation
Central Reform Program
Organizational
Development
3-D Leadership
Managing the
Change Process
Focus
on
Assets: Asset
Focus
Strategies
Family
&
Community
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Engagement
Academic
Support
Programs
Curriculum
Enhancements
& Framework
Language Arts
Math
Classroom
Management
Social &
Emotional
Development
Subject Matter
Teacher Professional
Development
Focus on Continuous
Improvement
Professional Learning
Communities
Modules/Transactions
Multiple Outcomes (Whole Person)
Continuous
Improvement
Support
Services
Brookdale SHS Classroom Observation Data:
Classroom Management
3.5
3.2
2.9
3
3
2.7
2.7
2.6
Means
2.5
2
Baseline
Workshop Follow-up
1.5
1
0.5
0
CM/Setting the
Culture
CM/Managing the
Period
CM/Regulating
Student Behavior
Targeted Domain
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Brookdale SHS Classroom Observation Data:
Maximizing Student Engagement
4
3.7
3.4
3.5
Means
3
2.5
3.3
3.2
3.1
2.8
2.4
2.4
2.5
2.5
2.5
2
2
Baseline
Workshop Follow-up
1.5
1
0.5
0
Targeted Domains
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Kasper Elementary School Correlations of
Classroom Instructional Practices
with District Statewide Assessment
Asset Focused Strategies
Reading
Math
Meaningful Learning
.300**
.223**
Strategic Instruction
.311**
.306**
Learning Community
.150
.182
Cultural Resources
.279**
.152
Constructive Social
Relationships (TSRQ
Plus Mastery Goals)
.293**
.326**
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Goodwork Elementary School
Correlations between teacher variables and
performance on the District Statewide
Assessment
Asset Focused Instructional Practices
May-Sept Reading Score
Difference
Meaningful Learning
.429*
Strategic Learning
.312*
Cultural Resources
.471*
Learning Community
.322*
TSRQ Plus Mastery Goals
.557*
Sustained Task Engagement
.484*
Student Motivation
.309*
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Covington Elementary/Middle School
Correlations between teacher observations and
reading and math performance on the District
Statewide Assessment
Asset Focused Strategies Reading NCE
Math NCE
Meaningful Learning
.297**
.341**
Strategic Learning
.524**
.522**
Cultural Resources
.233*
.285**
Learning Community
.361**
.368**
TSRQ and Mastery Goals
.265**
.292**
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37
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FOR MORE INFORMATION
ADDRESS: CAPSTONE Institute
Howard University
Holy Cross Hall, Room 427
2900 Van Ness Street, N.W.
Washington, D.C. 20008
PHONE:
202/806-8484
FAX:
202/806-8498
EMAIL:
[email protected]
WEBSITE: www. capstoneinstitute.org
Copyright © 2010. All rights reserved.
SUPER SCHOOLS!!
Low Student and Staff Turnover
Multidimensional Leadership
Continuous Commitment to Improvement
Multiple Stakeholder Involvement
Education of the Whole Child
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Asset Finding Questions
• What are the things that you (your students) like to do
in school?
• What gets you (your students) to try hard or work hard
in school?
• In what ways do you (your students) like to learn in
school?
• What do you (your students) like to learn about in
school?
• What have you learned outside of school that would
(might) help you to learn in school?
• What have you learned from your family members that
would (might) help you to learn in school?
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Creating A Climate To Sustain High
Levels Of Attainment
1. Meaningful, Universally Understood
Goals
2. Close Monitoring of Academic
Functioning
3. Collaboration on & Coordination of
Curriculum & Instruction
4. Recruitment & Development of Staff
5. School Organization to Support Goals
Achievement
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Ways to Impact Self-Efficacy, Self
Regulation & Belief Change
•
•
•
•
•
•
•
•
•
•
•
Self-Efficacy
Competence Experiences (optimal challenge)
Modeling
Social Persuasion
Asset Focused Factors
Self Regulated Learning
Modeling
Strategy Value Feedback
Fading
Asset Focused Factors
Belief Change
Competence Experiences (act into thinking differently)
Data Driven Information tied to Prior Experiences
Asset Focused Factors
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Process Praise
PROCESS PRAISE SOUNDS LIKE THIS:
• You really studied for your English test, and your
improvement shows it. You read the material over
several times, outlined it, and tested yourself on it. That
really worked!
• I like the way you tried all kinds of strategies on that
math problem until you finally got it.
• It was a long, hard assignment, but you stuck to it and
got it done. You stayed at your desk, kept up your
concentration, and kept working. That's great!
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Classroom-based Communalism Study: Comparison of Fractions
Posttest Performance
Posttest Performance
12.5
12.08
12
11.5
11
10.72
10.5
10
9.5
9.32
9
Individualistic Learning
Context with Traditional
Pedagogy
Individualistic Learning
Context with Constructivist
Pedagogy
Communalistic Learning
Context with Constructivist
Pedagogy
Coleman, 2003
Evidence-Based Approach
to School Improvement
•
Programs based on research literature
•
Programs based on on-site data
•
On-site data based on sound methods and instruments
•
Enabling conditions are provided and documented
•
Implementation quality is assessed & adjustments are
made
•
Instruction is guided by assessment
•
Outcomes are evaluated and linked to conditions and
implementation
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