Evidence-based education

Last updated

Evidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, with randomised trials as the gold standard of evidence, rather than tradition, personal judgement, or other influences. [1] Evidence-based education is related to evidence-based teaching, [2] [3] [4] evidence-based learning, [5] and school effectiveness research. [6] [7]

Contents

The evidence-based education movement has its roots in the larger movement towards evidence-based practices, and has been the subject of considerable debate since the late 1990s. [8] However, research published in 2020 showed that there is still widespread belief, amongst educators in ineffective teaching techniques such as matching instruction to a few supposed learning styles [9] and the cone of learning. [10]

Research design and evidence Research design and evidence - Capho.svg
Research design and evidence

History

The English author and academic David H. Hargreaves presented a lecture in 1996 in which he stated "Teaching is not at present a research-based profession. I have no doubt that if it were it would be more effective and satisfying". He compared the fields of medicine and teaching, saying that physicians are expected to keep up to date on medical research, whereas many teachers may not even be aware of the importance of research to their profession. In order for teaching to become more research-based, he suggested, educational research would require a "radical change" and teachers would have to become more involved in the creation and application of research. [11]

Following that lecture, English policy makers in education tried to bring theory and practice closer together. At the same time, existing education research faced criticism for its quality, reliability, impartiality and accessibility. [12]

In 2000 and 2001 two international, evidence-based, studies were created to analyze and report on the effectiveness of school education throughout the world: the Programme for International Student Assessment (PISA) in 2000 and the Progress in International Reading Literacy Study (PIRLS) in 2001.

Also, around the same time three major evidence-based studies about reading were released highlighting the value of evidence in education: the US National Reading Panel in 2000, the Australian report on Teaching reading in 2005, [13] and the Independent review of the teaching of early reading (Rose Report 2006), England. Approximately a year before the Rose Report, the Scottish Executive Education Department (SEED) published the results of a study entitled A Seven Year Study of the Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment (Clackmannanshire Report), comparing synthetic phonics with analytic phonics. [14]

Scientifically based research (SBR) [15] (also evidence-based practice in education) first appeared in United States Federal legislation in the Reading Excellence Act [16] and subsequently in the Comprehensive School Reform program. [17] However, it came into prominence in the U.S. under the No child left behind act of 2001 (NCLB), intended to help students in kindergarten through grade 3 who are reading below grade level. Federal funding was made available for education programs and teacher training that are "based on scientifically based reading research". [18] NCLB was replaced in 2015 by the Every Student Succeeds Act (ESSA). [19]

In 2002 the U.S. Department of Education founded the Institute of Education Sciences (IES) to provide scientific evidence to guide education practice and policy.

The State driven Common Core State Standards Initiative was developed in the United States in 2009 in an attempt to standardize education principles and practices. [20] There appears to have been some attempt to incorporate evidence-based practices. For example, the core standards website has a comprehensive description of the specific details of the English Language Arts Standards that include the areas of the alphabetic principle, print concepts, phonological awareness, phonics and word recognition, and fluency. [21] However, it is up to the individual States and school districts to develop plans to implement the standards, and the National Governors Guide to Early Literacy appears to lack details. [22] As of 2020, 41 States had adopted the standards, and in most cases it has taken three or more years to have them implemented. [23] For example, Wisconsin adopted the standards in 2010 and implemented them in the 2014–2015 school year, yet in 2020 the state Department of Public Instruction was in the process of developing materials to support the standards in teaching phonics. [24] [25]

According to reports, the Common Core State Standards Initiative does not appear to have led to a significant national improvement in students' performance. [26] The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) [27] conducted a study of how the Common Core is received in schools. It reported these findings: a) there is moderately high buy-in for the standards among teachers, principals, and superintendents, but buy-in was significantly lower for teachers, b) there is wide variation in teachers' alignment to the standards by content area and grade level, c) specificity is desired by some educators, however states and districts are reluctant to provide too much specificity, d) State officials generally agree that accountability changes under ESSA have allowed them to adopt a "smart power" message that is less punitive and more supportive. [28] [29]

Subsequently, in England the Education Endowment Foundation of London was established in 2011 by The Sutton Trust, as the lead charity of the government-designated What Works Centre for high quality evidence in UK Education. [30] [31]

In 2012 the Department for Education in England introduced an evidence-based "phonics reading check" to help support primary students with reading. (In 2016, the Minister for Education reported that the percentage of primary students not meeting reading expectations reduced from 33% in 2010 to 20% in 2016.) [32]

Evidence-based education in England received a boost from the 2013 briefing paper by Dr. Ben Goldacre. It advocated for systemic change and more randomized controlled trials to assess the effects of educational interventions. He said this was not about telling teachers what to do, but rather "empowering teachers to make independent, informed decisions about what works". [33] Following that a U.K. based non-profit, researchED, was founded to offer a forum for researchers and educationalists to discuss the role of evidence in education. [34]

Discussion and criticism ensued. Some said research methods that are useful in medicine can be entirely inappropriate in the sphere of education. [35]

In 2014 the National Foundation for Educational Research, Berkshire, England [36] published a report entitled Using Evidence in the Classroom: What Works and Why. [37] The review synthesises effective approaches to school and teacher engagement with evidence and discusses challenges, areas for attention and action. It is intended to help the teaching profession to make the best use of evidence about what works in improving educational outcomes.

In 2014 the British Educational Research Association (BERA) and the Royal Society of Arts (RSA) conducted an inquiry into the role of research in teacher education in England, Northern Ireland, Scotland and Wales. The final report made it clear that research and teacher inquiry were of paramount importance in developing self-improving schools. It advocated for a closer working partnership between teacher-researchers and the wider academic research community. [38] [39]

The 2015 Carter Review of Initial Teaching Training in the UK [40] suggested that teacher trainees should have access and skills in using research evidence to support their teaching. However, they do not receive training in utilizing research.

NCLB in the US was replaced in 2015 by the Every Student Succeeds Act (ESSA) that replaced "scientifically based research" with "evidence-based interventions" (any "activity, strategy, or intervention that shows a statistically significant effect on improving student outcomes or other relevant outcomes"). [41] ESSA has four tiers of evidence that some say gives schools and policy makers greater control because they can choose the desired tier of evidence. [42] The evidence tiers are as follows:

In 2016 the Department for Education in England published the White Paper Educational Excellence Everywhere. It states its intention to support an evidence-informed teaching profession by increasing teachers' access to and use of "high quality evidence". It will also establish a new British education journal and expand the Education Endowment Foundation. [45] In addition, on October 4, 2016, the Government announced an investment of around £75 million in the Teaching and Leadership Innovation Fund, to support high-quality, evidence-informed, professional development for teachers and school leaders. A research report in July 2017 entitled Evidence-informed teaching: an evaluation of progress in England [46] concluded this was necessary, but not sufficient. It said that the main challenge for policy makers and researchers was the level of leadership capacity and commitment to make it happen. In other words, the attitudes and actions of school leaders influence how classroom teachers are supported and held accountable for using evidence informed practices.

In 2017 the British Educational Research Association (BERA) examined the role of universities in professional development, focusing especially on teacher education and medical education. [47]

Critics continue, saying "Education research is great but never forget teaching is a complex art form." [48] In 2018, Dylan Wiliam, emeritus Professor of Educational Assessment at University College London, speaking at researchED stated that "Educational research will never tell teachers what to do; their classrooms are too complex for this ever to be possible." Instead, he suggests, teachers should become critical users of educational research and "aware of when even well-established research findings are likely to fail to apply in a particular setting". [49]

Reception

Acceptance

Since many educators and policy makers are not experienced in evaluating scientific studies and studies have found that "teachers' beliefs are often guided by subjective experience rather than by empirical data", [50] [51] several non-profit organizations have been created to critically evaluate research studies and provide their analysis in a user-friendly manner. They are outlined in research sources and information.

EBP has not been readily adopted in all parts of the education field, leading some to suggest the K-12 teaching profession has suffered a loss of respect because of its science-aversive culture and failure to adopt empirical research as the major determinant of its practices. [52] [53] [54] Speaking in 2017, Harvey Bischof, Ontario Secondary School Teachers' Federation (OSSTF), said there is a need for teacher-centred education based upon what works in the classroom. He suggested that Ontario education "lacks a culture of empiricism" and is vulnerable to gurus, ideologues and advocates promoting unproven trends and fads. [55]

Neuroscientist Mark Seidenberg, University of Wisconsin–Madison, stated that "A stronger scientific ethos (in education) could have provided a much needed defense against bad science", particularly in the field of early reading instruction. [56] Other influential researchers in psychopedagogy, cognitive science and neuroscience, such as Stanislas Dehaene [57] and Michel Fayol have also supported the view of incorporating science into educational practices.

Critics and skeptics

Skeptics point out that EBP in medicine often produces conflicting results. [58] Others feel that EBE "limits the opportunities for educational professionals to exert their judgment about what is educationally desirable in particular situations". [59]

Some suggest teachers should not pick up research findings and implement them directly into the classroom; instead they advocate for a modified approach some call evidence-informed teaching that combines research with other types of evidence plus personal experience and good judgement; "practice that is influenced by robust research evidence". [60] [61]

Others say there is "a mutual interdependence between science and education", and teachers should become better trained in research science and "take science sufficiently seriously" to see how its methods might inform their practice. [62] Straight talk on evidence has suggested that [63] reports about evidence in education need to be scrutinized for accuracy or subjected to Metascience (research on research). [64]

In a 2020 talk featured on ResearchED, Dylan Wiliam argues that when looking at the cost, benefit and practicality of research, more impact on student achievement will come from a knowledge-rich curriculum [65] and improving teachers' pedagogical skills. [66]

Philosophical concerns

Some of the criticisms about evidence-based approaches to education relate to concerns about the generalisability of educational research, specifically that research findings are context dependent and that it is difficult to generalise findings from one context to another using a positivist approach. [67] Counter to this position is a view that education researchers have a responsibility to consider the practical value of their research. [68]

There has also been some discussion of a philosophical nature about the validity of scientific evidence. This led James M. Kauffman, University of Virginia, and Gary M. Sasso, University of Iowa, to respond in 2006 suggesting that problems arise with the extreme views of a) the "unbound faith in science" (i.e. scientism) or b) the "criticism of science" (that they label as the "nonsense of postmodernism"). They go on to say that science is "the imperfect but best tool available for trying to reduce uncertainty about what we do as special educators". [69]

Meta-analysis

A meta-analysis is a statistical analysis that combines the results of multiple scientific studies. A concern of some researchers is the unreliability of some of these reports due to mythological features. For example, it is suggested that some meta-analyses findings are not credible because they do not exclude or control for studies with small sample sizes or very short durations, and where the researchers are doing the measurements. Such reports can yield "implausible" results. According to Robert Slavin, of the Center for Research and Reform in Education at Johns Hopkins University and Evidence for ESSA, [70] "Meta-analyses are important, because they are widely read and widely cited, in comparison to individual studies. Yet until meta-analyses start consistently excluding, or at least controlling for studies with factors known to inflate mean effect sizes, then they will have little if any meaning for practice." [71] [72] [73]

Research sources and information

The following organizations evaluate research on educational programs, or help educators to understand the research.

Best Evidence Encyclopedia (BEE)

Best Evidence Encyclopedia (BEE) is a free website created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (established in 2004) and is funded by the Institute of Education Sciences, U.S. Department of Education. [74] It gives educators and researchers reviews about the strength of the evidence supporting a variety of English programs available for students in grades K–12. The reviews cover programs in areas such as mathematics, reading, writing, science, comprehensive school reform, and early childhood education; and includes such topics as effectiveness of technology and struggling readers.

BEE selects reviews that meet consistent scientific standards and relate to programs that are available to educators. [75]

Educational programs in the reviews are rated according to the overall strength of the evidence supporting their effects on students as determined by the combination the quality of the research design and their effect size . The BEE website contains an explanation of their interpretation of effect size and how it might be viewed as a percentile score. It uses the following categories of ratings:

Reading programs

In 2021, BEE released a review of research on 61 studies of 51 different programs for struggling readers in elementary schools. 84% were randomized experiments and 16% quasi-experiments. [76] The vast majority were done in the US, the programs are replicable, and the studies, done between 1990 and 2018, had a minimum duration of 12 weeks. Many of the programs used phonics-based teaching and/or one or more of the following: cooperative learning, technology-supported adaptive instruction (see Educational technology), metacognitive skills, phonemic awareness, word reading, fluency, vocabulary, multisensory learning, spelling, guided reading, reading comprehension, word analysis, structured curriculum, and balanced literacy (non-phonetic approach). Significantly, table 5 (pg. 88) shows the mean weighted effect sizes of the programs by the manner in which they were conducted (i.e. by school, by classroom, by technology-supported adaptive instruction, by one-to-small-group tutoring, and by one-to-one tutoring). [77] Table 8 (pg. 91) lists the 22 programs meeting ESSA standards for strong and moderate ratings, and their effect size.

The review concludes that a) outcomes were positive for one-to-one tutoring, b) outcomes were positive but not as large for one-to-small group tutoring, c) there were no differences in outcomes between teachers and teaching assistants as tutors, d) technology-supported adaptive instruction did not have positive outcomes, e) whole-class approaches (mostly cooperative learning) and whole-school approaches incorporating tutoring obtained outcomes for struggling readers as large as those found for one- to-one tutoring, and benefitted many more students, and f) approaches mixing classroom and school improvements, with tutoring for the most at-risk students, have the greatest potential for the largest numbers of struggling readers.

The site also offers a newsletter, [78] originated by Robert Slavin the former Director of the Center for Research and Reform in Education, [79] containing information on education around the world. The issue for January 28, 2021 has a chart showing that proven tutoring programs during the regular school year are significantly more effective than other approaches such as summer school (without tutoring), after school, extended-day, and technology. [80] The February 11, 2021 issue makes a case for using Federal Government COVID-19 funding (the Learning Recovery Act) to provide for the "implementation of proven tutoring programs during ordinary school times". [81]

Blueprints for healthy youth development

Blueprints for Healthy Youth Development, University of Colorado Boulder, offers a registry of evidence-based interventions with "the strongest scientific support" that are effective in promoting a healthy course of action for youth development. [82]

Education Endowment Foundation

The Education Endowment Foundation of London, England was established in 2011 by The Sutton Trust, as a lead charity in partnership with Impetus Trust, together being the government-designated What Works Centre for UK Education. [30] It offers an online, downloadable Teaching & Learning Toolkit evaluating and describing a variety of educational interventions according to cost, evidence and impact. [83] As an example, it evaluates and describes a 2018 phonics reading program with low cost, extensive evidence and moderate impact. [84]

Evidence for ESSA

Evidence for ESSA [85] began in 2017 and is produced by the Center for Research and Reform in Education (CRRE) [86] at Johns Hopkins University School of Education, Baltimore, MD. It is reported to have received "widespread support ", [87] and offers free up-to-date information on current PK-12 programs in reading, math, social-emotional learning, and attendance that meet the standards of the Every Student Succeeds Act (ESSA) (the United States K–12 public education policy signed by President Obama in 2015). [88] It also provides information on programs that do meet ESSA standards as well as those that do not. [89]

Evidence-based PK-12 programs

There are three program categories [90] 1) whole class, 2) struggling readers and 3) English learners. Programs can be filtered by a) ESSA evidence rating (strong, moderate, and promising), b) school grade, c) community (rural, suburban, urban), d) groups (African American, Asian American, Hispanic, White, free and reduced price lunch, English learners, and special education), and e) a variety of features such as cooperative learning, technology, tutoring, etc.

For example, as of June 2020 there were 89 reading programs in the database. After filtering for strong results, grades 1–2, and free and reduced-price lunches, 23 programs remain. [91] If it is also filter for struggling readers, the list is narrowed to 14 programs. [92] The resulting list is shown by the ESSA ratings, Strong, Moderate or Promising. Each program can then be evaluated according to the following: number of studies, number of students, average effect size, ESSA rating, cost, program description, outcomes, and requirements for implementation.

Social programs that work and Straight Talk on Evidence

Social programs that work [93] and Straight Talk on Evidence [94] are administered by the Arnold Ventures LLC's [95] evidence-based policy team, with offices in Houston, Washington, D.C., and New York City. The team is composed of the former leadership of the Coalition for Evidence-Based Policy, a nonprofit, nonpartisan organization advocating the use of well-conducted randomized controlled trials (RCTs) in policy decisions. It offers information on twelve types of social programs including education.

Social programs that work evaluates programs according to their RCTs and gives them one of three ratings:

Education programs include K-12 and postsecondary. The programs are listed under each category according to their rating and the update date is shown. For example, as of June 2020 there were 12 programs under K-12; two were Top Tier, five were Near Top Tier, and the remainder were Suggestive Tier. Each program contains information about the program, evaluation methods, key findings and other data such as the cost per student. Beyond the general category, there does not appear to be any way to filter for only the type of program of interest, however the list may not be especially long.

Straight Talk on Evidence seeks to distinguish between programs that only claim to be effective and other programs showing credible findings of being effective. [96] [97] It reports mostly on randomized controlled trial (RCT) evaluations, recognizing that RCTs offer no guarantee that the study was implemented well, or that its reported results represented the true findings. The lead author of a study is given an opportunity to respond to their report prior to its publication.

What Works Clearinghouse (WWC)

What Works Clearinghouse (WWC) of Washington, DC, [98] was established in 2002 and evaluates numerous educational programs in twelve categories by the quality and quantity of the evidence and the effectiveness. It is operated by the federal National Center for Education Evaluation and Regional Assistance (NCEE), part of the Institute of Education Sciences (IES) [99]

Publications

WWC publications are available for a variety of topics (e.g. literacy, charter schools, science, early childhood, etc.) and Type (i.e. Practice guide or Intervention report). [100]

Practice guides, tutorials, videos and webinars

Practice guides with recommendations are provided covering a wide variety of subjects such as Using Technology to Support Postsecondary Student Learning and Assisting Students Struggling with Reading, etc. [101] Other resources such as tutorials, videos and webinars are also available. [102]

Reviews of individual studies

Individual studies are available that have been reviewed by WWC and categorized according to the evidence tiers of the United States Every student succeeds act (ESSA). [103] Search filters are available for the following:

  • WWC ratings (e.g. meets WWC standards with or without reservations, meets WWC standards without reservations, etc.)
  • Topic (e.g. behavior, charter schools, etc.)
  • Studies meeting certain design standards (e.g. Randomized controlled trial, Quasi-experiment design, etc.)
  • ESSA ratings (e.g. ESSA Tier 1, ESSA Tier 2, etc.)
  • Studies with one or more statistically positive findings

Intervention reports, programs and search filters

Intervention reports are provided for programs according to twelve topics (e.g. literacy, mathematics, science, behavior, etc.). [104]

The filters are helpful to find programs that meet specific criteria. For example, as of July 2020 there were 231 literacy programs in the WWC database. (Note: these are literacy programs that may have several individual trials and some of the trials were conducted as early as 2006.) If these programs are filtered for outcomes in Literacy-Alphabetics the list is narrowed to 25 programs that met WWC standards for evidence and had at least one "potentially positive" effectiveness rating. If the list is further filtered to show only programs in grades one or two, and delivery methods of individual, or small group, or whole class the list is down to 14 programs; and five of those have an effectiveness rating of "strong evidence that intervention had a positive effect on outcomes" in alphabetics. [105]

The resulting list of programs can then be sorted by a) evidence of effectiveness, or b) alphabetically, or c) school grades examined. It is also possible to select individual programs to be compared with each other; however it is advisable to recheck each individual program by searching on the Intervention Reports page. [106] The resulting programs show data in the following areas:

  • outcome domain (e.g. alphabetics, oral language, general mathematics achievement, etc.)
  • effectiveness rating (e.g. positive, potentially positive, mixed, etc.)
  • number of studies meeting WWC standards
  • grades examined (e.g. K-4)
  • number of students in studies that met the WWC standards, and
  • improvement index (i.e. the expected change in percentile rank).

It is also possible to view the program's Evidence snapshot, detailed Intervention report and Review protocols. For other independent "related reviews", go to the evidence snapshot then the WWC Summary of Evidence.

The following chart, updated in July 2020, shows some programs that had "strong evidence" of a "positive effect on outcomes" in the areas specified. The results may have changed since that time, however current information is available on the WWC website, including the outcome domains that did not have "strong evidence".

ProgramIntervention DescriptionGradesImprovement area and expected change in percentile rank
Success for All In kindergarten through first grade, teachers read aloud and discuss with students focusing on phonemic awareness, auditory discrimination, and sound blending. In the second through fifth grades cooperative learning activities built around partner reading are used. It is delivered with daily 90-minute reading classes consisting of 15–20 students, grouped by performance and regardless of their age. One-on-one tutoring is provided to students with learning difficulties.K-4Alphabetics (+9%)
READ 180 A reading program for those that are two or more grades years below grade level. The classes start off with whole-class instructions, which is followed by computer practices that are adaptive and individualized, small group activities or independent reading, with a whole-class wrap up in the end of the class.4–10Comprehension (+6%) and general literacy achievement (+4%)
Phonological Awareness TrainingActivities where children identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching children to detect, identify, or produce rhyme or alliteration. PK Phonological processing (+27%)
Phonological Awareness Training plus Letter Knowledge TrainingThe added letter knowledge training component includes teaching children the letters of the alphabet and making an explicit link between letters and sounds.PKPhonological processing (+30%), Print knowledge(+27)
Reading recovery Daily 30 minute one-on-one tutoring sessions to students who have difficulties in reading and writing over the course of 12–20 weeks.1Alphabetics (+21%), Reading achievement (+27)
Instructional Conversations and Literature LogsProgram for English learners where teachers engage students to Instructional Conversations, where stories or personal experiences are discussed with teachers acting as facilitators. Literature Logs require students to respond in writing to prompts or questions. Responses are then shared in small groups or with a partner.2–5Reading achievement (+29%)
SpellReadLiteracy program for struggling readers, including special education students and English language learners. SpellRead breaks the recognizing and manipulating of English sounds into specific skills, and focuses on mastering each skill through systematic and explicit instruction.5–6Alphabetics (+18%)
Dialogic ReadingShared picture book reading practice where the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner.PKOral language (+19%)
DaisyQuestComputer-assisted instruction with a storyline and practices that teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds, words that can be formed from a series of phonemes presented separately and also teaches children how to count the number of sounds in words.PK–1Alphabetics (+23%)
EarobicsInteractive software that provides individual instruction for phonemic awareness, auditory processing, and phonics, as well as the cognitive and language skills required for comprehension. Each level of instruction addresses recognizing and blending sounds, rhyming, and discriminating phonemes. The software is supported by audio, video and reading materials.3Alphabetics (+19%)
Stepping Stones to LiteracyThe program includes serial rapid automatic naming activities where children practice making quick visual-verbal associations of known sets of colors, numbers, and/or letter names in a left-to-right format, and instructional prompts in English and Spanish.3Alphabetics (+30%)
Teach For America Placing non-traditionally trained teachers in high-need public schools. Many TFA teachers hold bachelor's degrees from selective colleges and universities.12Mathematics Achievement (+4%)
Caring School Community (CSC)Program consists of class meeting lessons, cross-age "buddies" programs, "homeside" activities, and creation of schoolwide community by bringing school staff, parents and students together to create new school traditions.6Behavior (+8%), Knowledge, attitudes, and values (+7%)
First Step to SuccessProgram seeks to detect children who at risk to develop antisocial behavior patterns and match them with behavior coaches who work with the child, his or her classpeers and parents for approximately 50–60 hours over a 3-month period.3External behavior (+28%)
Dual Enrollment ProgramsThe intervention allows high school students to take college courses and earn college credits while still attending high school.9–12Access and enrollment (+15), Attainment (+25), Completing school (+7), Credit accumulation (+14), General academic achievement – high school (+7)
Check & ConnectStudents are assigned a "monitor" who regularly checks their performance (in particular, whether students are having attendance, behavior, or academic problems) and connects with school personnel, family members, and community service providers when problems are identified.9–12Staying in school (+25)
ACT/SAT Test Preparation and Coaching ProgramsTest preparation programs with the goal of increasing student scores on college entrance tests.10–12General academic achievement-high school (+9)
Positive actionTeaches children positive and constructive way of thinking about themselves and acting towards others using methods such as discussions, role-playing and games. The program uses factsheets, booklets and songs as teaching material.1–12Behavior (+19%)
Coping powerThe program consists of a child and a parent component. The child component consists of thirty-four 50 minute group sessions and periodic individual sessions over the course of 15–18 months. The parent component consists of 16 group sessions and periodic individual meetings. The child component emphasizes goal setting, problem-solving, anger management and peer relationships and consists, while the parent lessons emphasize setting expectations, praise, discipline, managing stress, communication and child study skills. K–12 students with emotional disturbancesExternal behavior (+8%)
Too Good for Drugs and ViolenceThe program promotes prosocial behavior and norms, and consists of 14 core lessons with additional 12 lessons that include roleplaying and co-operative learning. Pupils are encouraged to apply the skills taught, for example by infusing the lessons into subjects such as English, science or social studies5, with additional program for 8Knowledge, attitudes and values (+16%)
Pre-K MathematicsThe program uses small group activities (4 – 6 children) with concrete manipulatives and includes take-home picture strips and activities that are designed to help parents support their learning, as well as a software with activities to reinforce the lessons.PKGeneral mathematics achievement (19%)
Literacy ExpressIncludes lessons on oral language, emergent literacy, basic math, science, general knowledge, socioemotional development. It offers the staff with recommendations for room arrangement, daily schedules, classroom management and activities, and provides them with teaching materials.PK students, especially those with special needsPrint knowledge (+15%), oral language (+12%) and phonological processing (+12%)
Accelerated Middle SchoolsThe intervention gives additional teaching and attempts to cover an additional year of curriculum during its 1 or 2-year duration. Classes link multiple subjects and are designed to have a "hands on" practical approach.6–8, High risk and low performing students in grades who are behind their grade levelsProgressing in school (+35%), staying in school (+18%)

Some of the concerns expressed about WWC are that it appears to have difficulty keeping up with the research so it may not be current; and when a program is not listed on their database, it may be that it did not meet their criteria or they have not yet reviewed it, but you don't know which. [107] In addition Straight Talk on Evidence, authored by the Arnold Ventures LLC' Evidence-Based Policy team, on January 16, 2018, expressed concerns about the validity of the ratings provided by WWC. It says WWC in some cases reported a "preliminary outcome when high-quality RCTs found no significant effects on more important and final educational outcomes". [108]

A summary of the January 2020 changes to the WWC procedures and standards is available on their site. [109]

Other sources of information

See also

Related Research Articles

Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.

<span class="mw-page-title-main">Phonics</span> Method of teaching reading and writing

Phonics is a method for teaching reading and writing to beginners. To use phonics is to teach the relationship between the sounds of the spoken language (phonemes), and the letters (graphemes) or groups of letters or syllables of the written language. Phonics is also known as the alphabetic principle or the alphabetic code. It can be used with any writing system that is alphabetic, such as that of English, Russian, and most other languages. Phonics is also sometimes used as part of the process of teaching Chinese people to read and write Chinese characters, which are not alphabetic, using pinyin, which is.

Reading Recovery is a short-term intervention approach designed for English speaking children aged five or six, who are the lowest achieving in literacy after their first year of school. For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a Reading Recovery program. The intervention involves intensive one-to-one lessons for 30 minutes a day with a teacher trained in the Reading Recovery method, for between 12 and 20 weeks.

Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word "assessment" came into use in an educational context after the Second World War.

<span class="mw-page-title-main">No Child Left Behind Act</span> 2002 United States education reform law; repealed 2015

The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress promoted by the Presidency of George W. Bush. It reauthorized the Elementary and Secondary Education Act and included Title I provisions applying to disadvantaged students. It mandated standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. To receive federal school funding, states had to create and give assessments to all students at select grade levels.

<span class="mw-page-title-main">Synthetic phonics</span> Teaching reading by blending and segmenting the sounds of the letters

Synthetic phonics, also known as blended phonics or inductive phonics, is a method of teaching English reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.

Evidence-based practice is the idea that occupational practices ought to be based on scientific evidence. While seemingly obviously desirable, the proposal has been controversial, with some arguing that results may not specialize to individuals as well as traditional practices. Evidence-based practices have been gaining ground since the formal introduction of evidence-based medicine in 1992 and have spread to the allied health professions, education, management, law, public policy, architecture, and other fields. In light of studies showing problems in scientific research, there is also a movement to apply evidence-based practices in scientific research itself. Research into the evidence-based practice of science is called metascience.

Mastery learning is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage. In a self-paced online learning environment, students study the material and take assessments. If they make mistakes, the system provides insightful explanations and directs them to revisit the relevant sections. They then answer different questions on the same material, and this cycle repeats until they reach the established mastery threshold. Only then can they move on to subsequent learning modules, assessments, or certifications.

In education, Response to Intervention is an approach to academic intervention used to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. RTI seeks to promote academic success through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. RTI is a multileveled approach for aiding students that is adjusted and modified as needed if they are failing.

The Orton-Gillingham approach is a multisensory phonics technique for remedial reading instruction developed in the early-20th century. It is practiced as a direct, explicit, cognitive, cumulative, and multi-sensory approach. While it is most commonly associated with teaching individuals with dyslexia, it is highly effective for all individuals learning to read, spell, and write. In the US, it is promoted by more than 15 commercial programs as well as several private schools for students with dyslexia and related learning disabilities.

Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.

Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussions, recitation, seminars, workshops, observation, active learning, practicum, or internships. Model includes "I do" (instructor), "We do", "You do".

<span class="mw-page-title-main">Reading</span> Taking in the meaning of letters or symbols

Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.

Remedial education is assigned to assist students in order to achieve expected competencies in core academic skills such as literacy and numeracy.

Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.

Classwide Peer Tutoring (CWPT) is a variation of peer-mediated instruction that has been used in elementary, middle school, and high school classrooms. In CWPT students form pairs and take turns in the roles of tutor and student. Students earn points for their teams by participating in the tutoring and the winning team is recognized. Researchers have investigated CWPT's effectiveness in several different academic areas.

Facing History & Ourselves is a global non-profit organization founded in 1976. The organization's mission is to "use lessons of history to challenge teachers and their students to stand up to bigotry and hate." The organization is based in Boston, Massachusetts, with 180 staff members in the main office and in other U.S. states.

Educator effectiveness is a United States K-12 school system education policy initiative that measures the quality of an educator performance in terms of improving student learning. It describes a variety of methods, such as observations, student assessments, student work samples and examples of teacher work, that education leaders use to determine the effectiveness of a K-12 educator.

Multisensory learning is the assumption that individuals learn better if they are taught using more than one sense (modality). The senses usually employed in multisensory learning are visual, auditory, kinesthetic, and tactile – VAKT. Other senses might include smell, taste and balance.

What Works Clearinghouse (WWC) is a digital library of educational research which focuses on evidence-based education.

References

  1. ↑ David H. Hargreaves (1996), Teaching as a research-based profession: possibilities and prospects (PDF)
  2. ↑ "Instructional strategies, Understood". 5 August 2019.
  3. ↑ "Dimension: evidence-based, high impact teaching strategies". Government of Australia.
  4. ↑ "Evidence-based teaching". Cornell University.
  5. ↑ "An evidence-based approach to teaching and learning, Australian Council for Educational Research (ACER), 2005".
  6. ↑ "School Effectiveness Research". September 2005. doi:10.1080/09243450500114884. S2CID   144796318.{{cite journal}}: Cite journal requires |journal= (help)
  7. ↑ "School Effectiveness Framework, Government of Ontario, Canada, 2013" (PDF).
  8. ↑ PHILIP DAVIES (June 1999). "What is Evidence-based Education?". British Journal of Educational Studies. 47 (2): 108–121. doi:10.1111/1467-8527.00106. ISSN   0007-1005.
  9. ↑ Newton, Philip M.; Salvi, Atharva (2020). "How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review". Frontiers in Education. 5: 270. doi: 10.3389/feduc.2020.602451 . ISSN   2504-284X.
  10. ↑ Masters, Ken (2020). "Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth". Medical Education. 54 (1): 22–32. doi: 10.1111/medu.13813 . ISSN   1365-2923. PMID   31576610. S2CID   203640807.
  11. ↑ David H. Hargreaves (1996). "Teaching as a research-based profession".
  12. ↑ James Tooley; Doug Darby. "Educational Research: a critique".
  13. ↑ "Teaching Reading" (PDF). Australian Government Department of Education, Science and Training.
  14. ↑ "A Seven Year Study of the Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment". 2005. ISSN   1478-6796. Archived from the original on 2017-01-14. Retrieved 2020-07-14.
  15. ↑ "What Does Scientifically Based Research Mean for Schools?".
  16. ↑ "Reading Excellence Act, USA,2000".
  17. ↑ "Comprehensive School Reform Program, Title I, Part F, USA, 2002". 4 April 2012.
  18. ↑ "NCLB ACT PUBLIC LAW 107–110, Section 1202-1203, JAN. 8, 2002" (PDF).
  19. ↑ "Every Student Succeeds Act (ESSA), USA 2015".
  20. ↑ "Common Core State Standards Initiative".
  21. ↑ "English Language Arts Standards, Reading – Foundational Skills, K-5". Archived from the original on 2020-05-14. Retrieved 2020-07-17.
  22. ↑ "A Governor's Guide to Early Literacy, NGA, 2013" (PDF).
  23. ↑ "Standards in your state". Archived from the original on 2019-06-10. Retrieved 2020-07-17.
  24. ↑ "DPI endorses 'explicit phonics instruction' as critical component of reading instruction". Milwaukee Journal Sentinel. 2020-01-22.
  25. ↑ "Wisconsin Department of Public Instruction". 10 April 2015.
  26. ↑ "Nations report card, grade 4, 2019".
  27. ↑ "C-SAIL home page".
  28. ↑ "C-SAIL handout, May 2020" (PDF). Archived from the original (PDF) on 2020-07-17. Retrieved 2020-07-17.
  29. ↑ "2019–20 Common Core of Data (CCD) Preliminary Directory Files". 7 July 2020.
  30. 1 2 "Education Endowment Foundation, UK".
  31. ↑ "What Works Network, UK Government". 7 June 2023.
  32. ↑ "Educational Excellence Everywhere" (PDF). England: Department for Education. March 2016. pp. 5–6.
  33. ↑ Ben Goldacre (2013). "News: Building Evidence into Education".
  34. ↑ "researchED home page".
  35. ↑ "Don't import the scourge of scientism into schools, Spiked, 2013-09-09".
  36. ↑ "NFER Home page".
  37. ↑ Nelson, J.; O'Beirne, C. (2014). Using Evidence in the Classroom: What Works and Why (PDF). ISBN   978-1910008072.
  38. ↑ "The role of research in teacher education: reviewing the evidence-BERA-RSA, January 2014" (PDF).
  39. ↑ "Research and the Teaching Profession: Building the Capacity for a Self-Improving Education System-BERA-RSA, January 2014".
  40. ↑ "Sir Andrew Carter's report on initial teacher training to the Secretary of State for Education, 2019-01-19".
  41. ↑ "Every Student Succeeds Act (ESSA), USA 2015".
  42. ↑ "research 4 Schools, ESSA".
  43. ↑ "Evidence-Based Interventions Under the ESSA, California Department of Education, 2019-07-10".
  44. ↑ "ESSA: Non-Regulatory Guidance, Dept. of ED, USA, 2016-09-16" (PDF).
  45. ↑ "White Paper-Educational excellence everywhere, DFE, 2016-03-17".
  46. ↑ "Evidence-informed teaching: an evaluation of progress in England Research report, July 2017, Department for Education, UK" (PDF).
  47. ↑ "Research Commission: Cost, Value and Quality in Professional Learning: promoting economic literacy in medical and teacher education". BERA. 2017.
  48. ↑ Thomas Rogers (2018-09-22). "Education research is great but never forget teaching is a complex art form". National association of school-based teacher trainers.
  49. ↑ "How is educational research supposed to improve education?, researched.org". 27 April 2020.
  50. ↑ "Evidence-informed teaching: an evaluation of progress in England, UK 2017" (PDF).
  51. ↑ Fleckenstein, Johanna; Zimmermann, Friederike; Köller, Olaf; Möller, Jens (2015). "What Works in School? Expert and Novice Teachers' Beliefs about School Effectiveness". Frontline Learning Research. 3 (2): 27–46. doi: 10.14786/flr.v3i2.162 .
  52. ↑ "Promoting evidenced based education, leeds.ac.uk". Archived from the original on 2020-07-03. Retrieved 2020-06-30.
  53. ↑ Hempenstall, K (2006). "What does evidence-based practice in education mean". Australian Journal of Learning Disabilities. 11 (2): 83–92. doi:10.1080/19404150609546811. S2CID   145110772.
  54. ↑ Kerry Hempenstall (2014). "What works? Evidence-based practice in education is complex". Australian Journal of Learning Difficulties. 19 (2): 113–127. doi:10.1080/19404158.2014.921631. S2CID   145602310.
  55. ↑ Paul W. Bennett (2020). The State of the System: A Reality Check on Canada's Schools. p. 233. ISBN   978-0228000846.
  56. ↑ Seidenberg, Mark (2017). Language at the speed of sight. New York: Basic Books. pp. 247–263, 286–304. ISBN   978-1541617155.
  57. ↑ Prof. Stanislas Dehaene (October 25, 2013). "Youtube, How the Brain Learns to Read". YouTube . Archived from the original on 2021-12-20.
  58. ↑ "The problem with evidence-based education policy: the evidence". Washington Post. 2014-04-10.
  59. ↑ Gert Biesta (2007). "Why "What Works" Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research". Educational Theory. 57: 1–22. doi: 10.1111/j.1741-5446.2006.00241.x .
  60. ↑ "Developing evidence-informed policy and practice in education, Paper presented at the British Educational Research Association Conference, University of Sussex, UK, 1999".
  61. ↑ "Evidence-informed teaching: an evaluation of progress in England, UK 2017" (PDF).
  62. ↑ "Evidence-Based Teaching in the 21st Century: The Missing Link". Canadian Journal of Education. 40 (2). 2017.
  63. ↑ "Straight talk on evidence".
  64. ↑ "Why most Non-RCT program evaluation findings are unreliable (and a way to improve them)". Washington, DC: Arnold Ventures. 12 December 2019.
  65. ↑ "A rich web of knowledge is what provides the capacity for pupils to learn even more and develop their understanding. This does not preclude the importance of skill. Knowledge and skill are intrinsically linked ... Knowledge and the capacity it provides to apply skills and deepen understanding are, therefore, essential ingredients of successful curriculum design". OFSTED, UK Government. 18 September 2018.
  66. ↑ Dylan Wiliam (2020). "Creating the schools our children need".
  67. ↑ Oancea, Alis; Pring, Richard (2008). "The Importance of Being Thorough: On Systematic Accumulations of 'What Works' in Education Research". Journal of Philosophy of Education. 42 (s1): 15–39. doi:10.1111/j.1467-9752.2008.00633.x. ISSN   1467-9752.
  68. ↑ Selwyn, Neil (2014-01-02). "'So What?' ... a question that every journal article needs to answer". Learning, Media and Technology. 39 (1): 1–5. doi: 10.1080/17439884.2013.848454 . ISSN   1743-9884. S2CID   205910360.
  69. ↑ Kauffman, James M.; Sasso, Gary M. (2006). "Toward Ending Cultural and Cognitive Relativism in Special Education, James M. Kauffman, Gary M. Sasso". Exceptionality. 14 (2): 65. doi:10.1207/s15327035ex1402_2. S2CID   144058688.
  70. ↑ "Evidence for Essa".
  71. ↑ Cheung, Alan C. K.; Slavin, Robert E. (2016-06-01). "How Methodological Features Affect Effect Sizes in Education". Educational Researcher. 45 (5): 283–292. doi:10.3102/0013189X16656615. ISSN   0013-189X. S2CID   148531062.
  72. ↑ Robert Slavin (2020-10-08). "Meta-Analysis or Muddle-Analysis?". Johns Hopkins University.
  73. ↑ Robert Slavin (2020-11-19). "In Meta-Analyses, Weak Inclusion Standards Lead to Misleading Conclusions. Here's Proof". Johns Hopkins University.
  74. ↑ "Best evidence encyclopedia".
  75. ↑ "About Best evidence". Archived from the original on 2019-12-27. Retrieved 2020-06-05.
  76. ↑ "A Quantitative Synthesis of Research on Programs for Struggling Readers in Elementary Schools, Best Evidence Encyclopedia". 2021-03-21. doi:10.1002/rrq.379. S2CID   233850664.{{cite journal}}: Cite journal requires |journal= (help)
  77. ↑ "How Methodological Features Affect Effect Sizes in Education" (PDF). Best Evidence Encyclopedia. September 2015. Archived from the original (PDF) on 2020-07-08. Retrieved 2020-06-26.
  78. ↑ "Robert Slavin's blog".
  79. ↑ "Center for Research and Reform in Education". 19 December 2023.
  80. ↑ "Effect sizes for programs for struggling students, Robert Slavin, 2021-01-28". 28 January 2021.
  81. ↑ "Avoiding the Errors of Supplemental Educational Services, Robert Slavin". 2021-02-11.
  82. ↑ "Blueprints for Healthy Youth Development".
  83. ↑ "Teaching & Learning Toolkit, EEF, UK" (PDF). Archived from the original (PDF) on 2020-07-08. Retrieved 2020-06-26.
  84. ↑ "Phonics program evaluation, EEF, UK, 2018-08-30".
  85. ↑ "Evidence for ESSA".
  86. ↑ "Center for Research and Reform in Education (CRRE)". 19 December 2023.
  87. ↑ "Widespread Support for New 'Evidence for ESSA'". Business Insider. 2017-02-28.
  88. ↑ "Every student succeeds act". US Dept. of Education.
  89. ↑ "ESSA, Home page". 19 February 2020.
  90. ↑ "Evidence-based PK-12 programs".
  91. ↑ "Filter for Strong, grades 1–2, free and reduced-price lunches". June 2023.
  92. ↑ "Filter for Strong, grades 1–2, struggling readers, free and reduced-price lunches". June 2023.
  93. ↑ "Social programs that work".
  94. ↑ "About Straight Talk on Evidence".
  95. ↑ "Arnold Ventures LLC".
  96. ↑ "Evidence-based policy, Arnold Ventures LLC".
  97. ↑ "Straight talk on evidence".
  98. ↑ "What Works Clearinghouse, Institute of Education Sciences".
  99. ↑ "Institute of Education Sciences".
  100. ↑ "WWC publications".
  101. ↑ "WWC Practice guides".
  102. ↑ "WWC Resources".
  103. ↑ "WWC Reviews of individual studies".
  104. ↑ "WWC Topics".
  105. ↑ "WWC literacy programs, alphabetics, grades 1 & 2, individual or small group or whole class delivery".
  106. ↑ "Intervention Reports page, WWC".
  107. ↑ "WWC, Robert Slavin's blog, Director of the Center for Research and Reform in Education at Johns Hopkins University". 9 July 2020.
  108. ↑ "Straight Talk on Evidence". WWC. 2018-01-26.
  109. ↑ "WWC handbook summary" (PDF).
  110. ↑ "BERA home page".
  111. ↑ "The role of research in teacher education: reviewing the evidence-BERA-RSA, January 2014" (PDF).
  112. ↑ "Research and the Teaching Profession: Building the Capacity for a Self-Improving Education System-BERA-RSA". January 2014.
  113. ↑ "Our Vision and Mission". Campbell Collaboration. Retrieved 21 October 2019.
  114. ↑ "Campbell Collaboration, Evidence".
  115. ↑ "WestED home page".
  116. ↑ "Doing what works online library".
  117. ↑ "Critics say failure to consult legislative leaders harmed Leandro report". Carolina Journal News Service. 2020-01-13. Archived from the original on 2020-07-02. Retrieved 2020-07-02.
  118. ↑ "ECTA, Home page".
  119. ↑ "Sources of Evidence-Based Practice, ECTA".
  120. ↑ "Florida Center for Reading Research, Database, Florida State University".
  121. ↑ "Institute of Education Sciences".
  122. ↑ "Synthesis of IES Research on Early Intervention and Early Childhood Education July 2013" (PDF).
  123. ↑ "publications and products, IES".
  124. ↑ "The International Initiative for Impact Evaluation, Education".
  125. ↑ "The impact of education programmes on learning and school participation in low- and middle-income countries". 3ie. 2016.
  126. ↑ "NFER home page".
  127. ↑ "Using Evidence in the Classroom: What Works and Why?". NFER. 2014.
  128. ↑ "Ofsted research, UK".
  129. ↑ "Ontario, What Works? Research Into Practice".
  130. ↑ "Education and Literacy, Rand Corporation".
  131. ↑ "ResearchED home page".
  132. ↑ "researchED magazine".
  133. ↑ "Check the programme, research ED". Archived from the original on 2020-07-08. Retrieved 2020-07-03.
  134. ↑ "researchED Home – YouTube videos". 26 June 2020.
  135. ↑ Watson, Steven (2020). "New Right 2.0: Teacher populism on social media in England". British Educational Research Journal. 47 (2): 299–315. doi: 10.1002/berj.3664 .
  136. ↑ Paul W. Bennett (August 3, 2020). "Adventures in Education Guru Land". Educhatter.
  137. ↑ "Research 4 Schools, Research".
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.