According to an analysis by Gregory J. Palardy and Russell W. Rumberger, differences in teacher effectiveness have larger effects on young children’s outcomes in reading and math than do differences in teachers’ backgrounds factors such as level of education and types of certifications held. The teacher quality effects were also substantially greater than the effects for children’s families’ SES in their study and than the effects for class-size reduction (25 25 versus 15 students per classroom) reported in another study.
Professors Palardy and Rumberger arrived at this conclusion by analyzing data from a large data set that is representative of students in the US. They used a sophisticated analytic approach that permitted them to assess the effects of inputs, processes, and outputs at the school, classroom, and individual student levels.
This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects—teacher background qualifications, attitudes, and instructional practices—to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act’s “highly qualified teacher” provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement. To meet that objective, educational policy needs to be directed toward improving aspects of teaching, such as instructional practices and teacher attitudes.
Palardy, G. J., & Rumberger, R. W. (2008). Teacher effectiveness in first grade: The importance of background qualifications, attitudes, and instructional practices for student learning. Educational Evaluation and Policy Analysis, 30, 111-140.
Link to the abstract.
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The Association for Behavior Analysis International opened on-line registration for the 2008 Education Conference “Evidence-Based Practice, Scientifically Based Instruction, and Educational Effectiveness.” The conference, which will be held 5-7 September 2008 at the Hyatt Regency Reston in Reston (VA, US) near Washington D.C., features lots of potentially valuable presentations.
* Anthony Biglan: Teacher Stress and Collegiality: Overlooked Factors in the Effort to Promote Evidence-Based Practices
* Ronnie Detrich: Evidence-Based Education: Can We Get There from Here?
* Robert H. Horner: Implementing Evidence-Based Practices at Socially Important Scales
* Lynn Okagaki: Solution Driven Research
* Timothy Slocum: Sources of Evidence-Based Education Recommendations
* W. David Tilly III: Nailing the Educational Pendulum to the Wall
* Hill M. Walker: Critical Issues in the Use of Randomized Clinical Trials and Control Groups Within Applied Settings: Rationale, Challenges and Benefits
* Susan M. Wilczynski: The Role of Single Subject Research Design in Establishing Evidence-Based Practice Guidelines
* Amanda VanDerHeyden: Using RTI to Accomplish System Change
Here are relevant links to the program, registration, and hotel reservations.
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In Educational Evaluation and Policy Analysis for June of 2008, Joseph P. Robinson of Stanford University reported the results of a study showing that kindergartners from Hispanic backgrounds who received reading instruction in groups based on ability had better outcomes than their peers in conditions where students are not grouped by ability. Professor Robinson found that Hispanic children from homes where English is not the primrary language benefit from ability grouping in kindergarten and first grade. Ability grouping reduced the difference in achievement between these Hispanic students and their White peers. However, the benefits for the Hispanic students in kindergarten faded during first grade unless the children had ability grouped instruction during first grade.
Continue reading ‘Ability grouping benefits some’
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The Institute for Literacy and Learning is offering an outstanding series of presentations over the next few months. Randy Sprick, Sharon Vaughn, Jan Hasbrouck, Rollanda O’Connor, Deb Glaser, Patricia Mathes, and Lucy Hart-Paulson will present free, on-line chats about discipline, reading, assessment in response-to-instruction models, matching interventions to students’ needs, professional development, early language and literacy, and more.
Continue reading ‘Up-coming ILL sessions’
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Dan Willingham has posted a revised version of his brief video explaining the relationship between research on brain functioning and education. I referred both faithful readers of Teach Effectively to the original video in this earlier post and I’ve now updated that post with a link to the new video (a link to the old one’s still there, too).
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My colleague Dan Willingham has posted a marvelous video that’s an introduction to thinking about neuroscience and education. Under the title “Brain-based Education: Fad or Breakthrough,” he illustrates important elements about what are reasoned extrapolations from cognitive neuroscience to education and what are not.
Update (18 May 2008): It’s heartening to see that other sites are pointing to Dan’s video. Here’s a preliminary list (please add others via the comments):
Update (7 June 2008): A couple of days ago, Dan posted a new version of the video; I’ve modified the links in the box accordingly.
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Michael F. Shaughnessy has published responses by Reid Lyon, one of the architects of Reading First, to questions about the “Reading First Impact Study: Interim Report” by Beth Gamse and colleagues. Here’s a link to his comments. They are wide-ranging and detailed.
Continue reading ‘Lyon on RF impact study’
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The US Institute for Education Sciences released an important report about the effects of Reading First program at the end of April. In the report, “Reading First Impact Study: Interim Report,” Beth C. Gamse and colleagues describe the methods and findings of a study mandated by law to examine the effects of the RF program on instruction in classrooms and outcomes for children attending those schools where it it is implemented.
For those of us who think RF methods represent an improvement over garden-variety reading instruction, the results are disappointing. Although teachers were found to be devoting more time to phonemic awareness, phonics, vocabulary, fluency, and comprehension, students were not experiencing significant improvements in their reading outcomes.
Here’s the executive summary from the report.
Continue reading ‘Weak impact for RF’
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