Transcript From Research to Practice: An Analysis of the Interaction

What We Know About Effective
Teaching and Teacher Preparation
Jack States
Randy Keyworth
The Wing Institute
Content of the Presentation
1. The Importance of Teachers
2. What Teachers Do That Make a
Difference
3. What Should We Teach Teachers
4. How Should We Train Teachers
5. What Preparation Programs Are
Teaching
How Effective Are Are Structural Interventions
Impact of Structural Interventions
1
Effect Size
0.8
0.6
Large Effect
Medium Effect
0.4
Small Effect
0.21
0.21
Charter
Schools
Class Size
Reduction
0.2
0.05
0.057
School Size
Vouchers
0.083
0.01
0
Induction (All
Grades
Reading)
10% Increase
in Spending
What We Know
Teachers are very important: Effect Size .20 - .40
7% - 21% of student gains can be attributed to teacher effectiveness
(Nye et al., 2004)
Teacher Effectiveness – Gains in 8th grade math
90%
83%
80%
Percent Proficient
70%
Source: Sanders and Rivers 1996
60%
50%
40%
30%
29%
20%
10%
0%
3 Years Ineffective Teacher
3 Years Effective Teacher
What is it teachers do that make a
difference?
Effective Classroom
Instruction
What Makes a Difference
M. C. Wang, G. D. Haertel, and H. J. Walberg, 1994
The Impact of What Happens in the Classroom
Examples of What Works in the Classroom
Curricula
0.8
0.73
0.67
0.7
0.6
0.6
Medium
0.52
0.5
0.43
0.45
0.4
0.4
0.3
0.06
0.08
Perceptual Motor
0.1
Whole Language
0.2
Visible Learning, Hattie, J (2009)
Vocabulary
Phonics
Science
Math
Writing
Feedback
Teaching
Strategies
0
Classroom
Management
Effect Size
0.6
What We Know - About Assessment
Size Effect of Formative Evaluation Methods
(Progress Monitoring) on Student Achievement
1
0.9
0.8
0.91
Large
0.7
Effect Size
0.7
0.6
0.5
0.4
0.3
0.26
0.2
0.1
0
Data Collected
Data Graphed
Data Analyzed
Following Rules
Effects of Systematic Formative Evaluation: A Meta-Analysis, Fuchs & Fuchs, 1986
The Impact of What Happens in the Classroom
What Do We Know About Reading
What Do We
Know About
Teacher Preparation?
What We Know
- No Child Left Behind mandates subject matter competency
- Subject matter effect size: .06 - .12
Teacher Subject Matter Training and Student Achievement
Strength of Evidence
Strong
Minimal
2
Subject
matter impact
negligible
1
Insignificant
0
Math
(Secondary)
Math
(Elementary)
Science
Reading
Arts
Other
Subject Matter
Literature Review
Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005)
Creating Effective Teachers: Concise Answers for Hard Questions (2003)
Subject Matter Training for Teachers and
Student Achievement
The Importance of Subject Matter Training to Student
Performance
Effect Size
0.4
Small Effect Size = 0.02
0.2
0.12
0.07
0.09
0.05
0.06
0
* Knowing Math * Secondary
Facts
Math Training
* Ahn and Choi, 2004
* Elementary
Math Training
* All Subjects ** All Subjects
** Hattie, 2009
What We Know About Teaching
Teacher Training Methods that Produce the Best Results
Demonstrate
the Skill
95
95
6
5
+ Coaching
-
+ Demonstration
Theory and Discussion
-
+ Coaching
2
+ Practice and
Feedback
Theory and Discussion
5
+Demonstration
6
+ Coaching
3
+ Practice and Feedback
1
Uses Skill in
Classroom
+ Practice and
Feedback
95
+Demonstration
100
90
80
70
60
50
40
30
20
10
-
Theory and Discussion
Percentage Who Apply Training
Show Knowledge
of the Skill
Student Achievement Through Staff Development, Joyce & Showers, 2002
Teacher Field Experience
State Field Experience Requirements
(Traditional Route)
60
48
Percentage of States
50
40
30
28
22
20
Traditionally
Teachers Received
8 Weeks of
Student Teaching That Hasn't
Substantially
Changed in 150
Years
10
2
0
0
1-10
11-20
Number of Weeks
21-50
What Do We Know About
Teacher Preparation
Programs?
How Are Teaching Candidates Assessed?
Methods for Assessing Teachers in Connecticut Survey
60%
% of Syllabi
50%
no examples
based on
achievement
50%
46%
40%
32%
30%
30%
21%
20%
10%
0%
Tests and quizes
Reflective
Running record
learning journal
Observation of
child or lesson
Planning a unit
Response to Intervention and Teacher Preparation, Spear-Swerling, 2008
What We Know
82,000 teachers are NBPTS certified nationwide
0.25
Comparison of NBPTS Certified Teachers to Non-certified
Teachers on Student's Math Achievement
Effect Size
0.2
National Certification
Has Minimal Impact on
Improving Student
Achievement
0.15
0.1
0.07
0.05
0.07
0.05
0.04
0.025
0
-0.01
-0.05
Goldhaber et
al. (2005)
Cavaluzzo
(2004)
McColskey et Clotfelter et Harris & Sass Sanders et al.
al. (2005)
al. (2006)
(2006)
(2005)
Studies
National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment, December 2008
What We Know
No rigorous research is available regarding achievement
and National Council for the Accreditation of Teacher
Education (NCATE)
Comparison of NCATE Trained Teachers vs. Non-NCATE
Teachers Passing the PRAXIS II (1995-97)
% Graduates Pass the PRAXIS II
92%
91%
Rigorous
Research on
Student
Achievement
Absent
90%
88%
86%
84%
84%
82%
80%
NCATE Institution
Non-NCATE Institution
What We Know
- No Child Left Behind mandates full state certification
- In 2004-05 approximately 1 in 7 teachers did not meet standard
Difference in Student Scores for Alternative Credential
Compared to Traditional Credential Teachers
0.6
0.5
This study found
no benefit to
student
achievement
Effect Size
0.4
0.3
0.2
0.1
0
0.01
Reading
-0.03
Math
-0.1
Constantine, J., Player D., Silva, T., Hallgren, K., Grider, M., and Deke, J. (2009). An Evaluation of Teachers Trained Through Different
Routes to Certification, Final Report (NCEE 2009- 4043). Washington, DC: National Center for Education Evaluation and Regional
Assistance, Institute of Education Sciences, U.S. Department of Education.
What is the Current State of
Education Research?
Outcome Measures Used to Evaluate
Four vs Five Year Preparation Programs
4
# of Studies
3
3
3
3
3
2
2
1
1
1
No studies
examined
teaching
outcomes
0
0
Ratings
Preparation
Program
Ratings of
Teachers
Satisfaction
Academic
Teachers
Qualifications Enter Field
Retention
Effectiveness Criteria
0
Teacher
Direct
Student
Knowledge Observation Achievement
What
Teacher Preparation
Programs Teaching?
How Well Are New Teachers Prepared?
Survey of New Teachers
100
Percentage of Respondents
90
90
80
75
70
60
Challenged by behavior
issues, English language
learners, and turning
standards into curriculum
50
40
30
20
10
0
Hart, 2010
Program Was Good or Adequate
Challenged and Underprepared
What Schools Are Teaching
Formative Assessment in Connecticut Preparation
Programs
16%
% of Course Syllabi
14%
12%
Sample of 13
Elementary Teacher Programs
10%
8%
14%
6%
4%
2%
0%
0%
Progress Monitoring, Formative
Assessment, or Ongoing Assessment
Dibels
Response to Intervention and Teacher Preparation, Spear-Swerling, 2008
How Preparation Programs Teach Reading
Where Do We Go From Here?
Blue Ribbon Panel
Calls for
November 16, 2010
Turning Teacher Education 'Upside
Down,' Centering Curricula around
Classroom-Ready Training and
Increasing Oversight and
Expectations
Commissioned by the
National Council for Accreditation of Teacher Education (NCATE)
What Works and What Doesn’t in Clinical
Training
Field Experience vs. Laboratory
• “Substantial evidence indicates that field
experiences, especially extended field experiences,
do not result in desirable outcomes…” Metcalf et al.,
(1995)
• Unfortunately, the knowledge base is insufficient to
make definitive claims as to what works
?
Field Experience Research
Research Designs
Assessment Methods
Number of Studies
50
45
45
40
35
30
25
22.5
20
17.5
15
12
10
7
5
0
3
0
Research Design Methods
AERA Report : Studying Teacher Education, 2005
What We Know
There are no data to know how widely coaching is employed
Field Experience Research Topics
90
84
Number of Studies
80
70
The principal
measure was
“Attitude Change”
and only 3 out of 107
were experimental
60
50
40
30
20
10
10
2
3
3
Coaching
Student
Achievement
Knowledge
5
0
Methods
Subject Matter
Implementation Implementation
Study Outcome
AERA Report : Studying Teacher Education, 2005
Attitude
Change
What Laboratory Preparation Experiences
Work Best
The Impact of Laboratory Teacher Preparation Methods
0.80
0.70
0.70
0.68
Effect Size
0.60
0.48
0.50
0.38
0.40
0.30
0.20
0.12
0.10
0.00
Mini-Courses
Micro-Teaching
Video-tape
Simulation
Laboratory Training Methods
Role Playing
In Conclusion
• Research is a guide to what works
• Teachers do make a difference
• How teachers teach is critical to student
success
• Much of current preparation doesn’t work
• Educators know much of what and how to
prepare teachers
• Educators need to be cautious of empty
structural solutions