Tag Archive for 'evidence-based education'

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Teaching effectively and LD

Published on 4 October 2010 in Administration, Arithmetic and mathematics, Assessment, Content learning, Elementary, News, Reading, Research, Secondary, Teacher education and Written Expression. 2 Comments Tags: , , , , , , , , , , , , , , , , , , .

Folks who are interested in effective teaching for students with Learning Disabilities (and other students as well) can learn a lot at the up-coming conference of the Division for Learning Disabilities in Baltimore (MD, US) later this month. Michael Gerber assembled a fine group of sessions, as shown at the end of this post.

Check out the all-star cast. Note the coverage of relevant topics ranging from RTI to math, primary to adolescent ages (with some adult interests included!), and skills to cognition. On top of the fine content, there will be excellent opportunities to mix and mingle with other people attending the conference as well as presenters and members of DLD’s executive board during social events that include breakfasts, a luncheon, and a reception. Lots of materials are included.

Learn more about the TeachingLD Conference 2010, including how to register on line.

  • Using Evidence-Based Interventions to Teach Primary Level Students Early Numeracy Concepts and Skills
    —Diane P. Bryant (University of Texas at Austin) & Brian R. Bryant (University of Texas at Austin)
  • The Math Learning Companion: An Individualized Intervention for Students with Math Learning Disabilities
    —Lindy Crawford (University of Colorado at Colorado Springs) & Barbara Freeman (Digital Directions International)
  • Responsive, Comprehensive, and Intensive Intervention for Older Struggling Readers
    —Lynn M. Gelzheiser (University at Albany) & Laura Hallgren Flynn (University at Albany)
  • Adults with Learning Disabilities: Current Research, Evidence-based Conclusions, and Emerging Directions
    —Paul J. Gerber (Virginia Commonwealth University)
  • Effective Rime-Based Instruction to Improve the Decoding Skills of Students with Learning Disabilities
    —Sara J. Hines (Hunter College), Jennifer T. Klein (Hunter College), & Kathleen M. Ryan (The Churchill School)
  • The Essay Writing Strategy: Helping Students Write More Organized and Complete Responses to Essay Questions and Prompts
    —Charles A. Hughes (Penn State University) & Bill Therrien (University of Iowa)
  • Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities
    —Olga Jerman (Frostig Center), Amber Moran (University of California at Santa Barbara), Cathy Lussier (University of California at Riverside), Michael Orosco (University of California at Riverside), Lee Swanson (University of California at Riverside), & Michael Gerber (University of California at Santa Barbara)
  • The Technology and Pedagogy of Universal Design for Learning
    —Peggy King-Sears (George Mason University)
  • Early Reading Intervention for Struggling Readers
    —Jill Marie Leafstedt (CSU Channel Islands) & Catherine Richards-Tutor (CSU Long Beach)
  • Response to Intervention Screening and Progress-Monitoring Practices in 41 Local Schools
    —Daryl F. Mellard (University of Kansas)
  • Strategic Instruction for Building Vocabulary
    —J. Ron Nelson (University of Nebraska, Lincoln)
  • Beyond Reading Words: Improving Reading Rate, Fluency, and Comprehension
    —Rollanda E. O’Connor (University of California at Riverside)
  • Growth in Literacy, Language, and Cognition in Children with Reading Disabilities who are English Language Learners
    —Michael J. Orosco (University of California at Riverside), Lee Swanson (University of California at Riverside), Michael Gerber (University of California at Santa Barbara), & Danielle Guzman (University of California at Santa Barbara)
  • Response to Intervention in Math: An Instructional Focus
    —Paul J. Riccomini (The Pennsylvania State University)
  • Developing Text Level Literacy Skills in Beginning Readers
    —Emily J. Solari (University of Texas Health Science Center Houston) & Alexis L. Filippini (San Francisco State University)
  • Reading Progress Monitoring for Secondary School Students: Reading-Aloud and Maze-Selection Measures
    —Renata Ticha (University of Minnesota) & Miya Miura Wayman (University of Minnesota)

Please note that I am compensated by DLD as its executive director so this is, indeed, a shameless promotion!

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Schools scorecard

Published on 2 October 2010 in Administration, Assessment, Musings, News, Policy, Standards and The press. 0 Comments Tags: , , , , , , , , .

Thanks to GreatSchools and its partners, there is a way for parents to examine the relative outcomes of different schools. Although I’m not among them, this is likely to make advocates of charter schools crow. For me, though, it’s a good time to celebrate the nose of the camel getting into the tent.

To be sure, many of these data have been available on the Web previously, but this version is especially accessible and has a very high profile. Now that these data are aggregated here, I long even more for the day when schools will routinely publish the results of regular measurements of students’
Continue reading ‘Schools scorecard’

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SREE call for papers pending

Published on 12 July 2010 in News, Policy, Research and The press. 0 Comments Tags: , , , , , , .

The Society for Research on Educational Effectiveness (SREE) will soon open a Web page where one can respond to it’s call for proposals for the spring 2011 conference. Launched in 2008, the conference series continues to offer direct access to studies of education practices that effectively change students’ outcomes. Not every session will focus on matters reflected in this blog, but many will.

The theme for the 2011 annual research conference, “Building an Education Science: Investigating Mechanisms,” focuses attention on the need to advance beyond primarily pragmatic education research in order to build an evidence-based science made up of explanatory theories of educational mechanisms. Symposium and paper presentations that address issues of process and mechanism within the context of rigorous experimental or quasi-experimental designs and that advance our understanding of the effectiveness of educational practices and policies, will offer the best fit for the 2011 conference. Topics of particular interest include studies that: (a) test hypotheses regarding the mechanisms through which educational practices and policies affect student outcomes or differentially impact individuals or groups, (b) investigate interactions among emotional, behavioral, cognitive and social processes and outcomes, or (c) develop new methods and research designs to enhance rigor in the evaluation of educational processes and mechanisms.

Link to the call for papers. Visit SREE. See the published materials from the 2010 conference.

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IRIS fidelity Webinar

Published on 20 June 2010 in News, Policy, Teacher education and The press. 0 Comments Tags: , .

The IRIS Center at Vanderbilt University’s Peabody College (TN, US), which has produced lots of good stuff, published a module entitled “Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs.” The center has now announced a 7 July, Web-mediated meeting focused on the same subject.

Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs

Wednesday, July 7
10:30 a.m. – 12:00 p.m. Pacific Time (1:30 p.m. – 3:00 p.m. Eastern Time)

Fidelity of implementation is a vital component of any school improvement process. This interactive webinar will outline the “nuts and bolts” of implementation fidelity by highlighting the IRIS Center’s newly developed, free, online professional development instructional module about fidelity. This module discusses the importance of selecting evidence-based practices and programs and examines actions that school personnel can take to increase the likelihood that the practice or program is implemented as it was designed. Presenters include Larry Wexler, Director, Research to Practice Division at the U.S. Department of Education Office of Special Education Programs (OSEP); Mel Riddile, Associate Director of High School Services at the National Association of Secondary School Principals (NASSP); Silvia DeRuvo, Senior Program Associate at the California Comprehensive Center at WestEd; Naomi Tyler, Co-principal Investigator of The IRIS Center at Vanderbilt University; and Kim Skow, Project Coordinator of The IRIS Center and Fidelity of Implementation Module Co-developer.

To sign up for this webinar, please visit http://www.schoolsmovingup.net/webinars/irisfidelity

Here’s a link so one can preview the module Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs.

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Going to Hong Kong

Published on 29 April 2010 in News, Policy, Research and Teacher education. 5 Comments Tags: , , , , , , , , .
HKIE Poster
Click for really big version

I am scheduled to be in Hong Kong as a guest of the Hong Kong Institute of Education in late May of 2010 where I shall speak about the importance of educators employing evidence-based procedures in collaborative teaching procedures. I am very honored that F. C. Ho has invited me to talk about this topic. As regular readers know, it’s a foundational concept for me.

Learn more about special education and counselling at HKIE. Also, see my note from our 2006 stop to visit with FC and colleagues.

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Children of the Code posts Engelmann 2

Published on 13 April 2010 in Arithmetic and mathematics, Behavior Management, Content learning, Elementary, News, Policy, Primary, Reading, Research, Secondary, Spelling, Teacher education, The press and Written Expression. 5 Comments Tags: , , , , , , .

Over on Children of the Code, David Boulton and colleagues affiliated with Learning Stewards, a non-profit organization, posted the second segment of an extended video interview entitled “Professor Siegfried Engelmann Part 2: Improving the Quality of Learning.” Here’s a snippet from the the announcement:

Siegfried “Zig” Engelmann is Professor of Education at the University of Oregon, the Director of the National Institute for Direct Instruction, and President of Engelmann-Becker Corporation, which develops instructional materials and provides educational services for students with various educational needs. The creator of “Direct Instruction”, Professor Engelmann is also the author or co-author of more than 100 articles and chapters of professional books, and more than a dozen professional books and monographs.

“It doesn’t matter what your theory of learning is, all you need to do is look at the facts of what you did and the facts of what the kids are doing.”

I like that quote. It captures the raw empiricism that undergirds Professor Engelmann’s approach to teaching and instructional design.

Siegfried Engelmann 2: Improving the Quality of Learning
Read an earlier entry from Teach Effectively that links to the first part of the interview: “Engelmann interview on instructional design.”

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Response to the de-debunkers

Published on 28 March 2010 in News, Research, Teacher education and The press. 2 Comments Tags: , , , , , .

Over on Cedar’s Digest, the blogger by the moniker ‘Cedar’ posted a copy of a response to “The Bunk of Debunking Learning Styles” by Heather Wolpert-Gawron that appeared in Teacher. Cedar’s circumspect response is entitled “Learning Styles: What’s Being Debunked” and is worth reading.

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Evidence-based education in Head Start?

Published on 2 March 2010 in Administration, News, Policy, Primary, Research and The press. 0 Comments Tags: , , , , , , , , , , , , , , .

Isabel Sawhill and Jon Baron published an editorial in Education Week calling for a new approach to the venerable Head Start program, one founded on evidence about effectiveness. They argue that in the wake of the discouraging Head Start Impact Study reported by US Department of Health & Human Services, it’s time to bring research into the nation’s play pre-schools.

A new approach is needed. One that has been suggested—defunding these programs—would amount to giving up the fight against major social problems such as educational failure and poverty that damage millions of American lives. A far better alternative is to use rigorous evidence about “what works” to evolve Head Start and other federal efforts into truly effective programs over time, and to use sophisticated models to trace their longer-term effects on children’s life prospects.

Continue reading ‘Evidence-based education in Head Start?’

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