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December 2018 Newsletter
 

Wishing you a new year full of peace and joy,
 
Our December newsletter offers our Wing Institute Knowledge Network members a new Wing original paper and summaries from six studies. This research ranges from a new What Works Clearinghouse Practice Guide, the myth of learning styles, obstacles teachers face in using data, the effectiveness of Schoolwide Positive Behavior Interventions and Supports, high school dropout and completion rates, and the impact of longer school days on student achievement. This December we feature a Wing Institute overview on the topic of teacher-student relationships.
 
May you have a wonderful holidays,

The Wing Institute

Wing Original Papers

Teacher-student Relationships Overview
 

Research shows skills commonly referred to as soft skills (personal competencies) have a powerful impact on teacher effectiveness. Mastery results in beneficial teacher-student relationships. Evidence finds teachers who create a positive relationship have a substantial effect on student learning; they also have fewer discipline problems, office referrals, and related conduct issues. Teacher’s personal competencies with the largest impact include providing structure, having an assertive presence, showing empathy, exhibiting warmth, encouraging learning, setting high standards, displaying awareness of high-needs students, being culturally sensitive, and showing respect for students. When these relationships are positive both students and teachers prosper. Even more importantly, these skills can be taught in pre-service and in-service training. Read more

NEWS

New What Works Clearinghouse practice mathematics guide available

 

This practice guide provides five recommendations for improving students’ mathematical problem solving in grades 4 through 8. The manual is geared toward teachers, math coaches, other educators, and curriculum developers who want to improve the mathematical problem solving of students. Read More

The Myth of Learning Styles

 

The issue of learning styles (LS) have been overwhelmingly embraced by teachers and the public for over forty years. International surveys of teachers have shown more than 90% believe that grouping students into categories, like auditory, visual, or kinesthetic learners, or concrete versus abstract learners will enhance student achievement.This study examined the hypothesis that teachers' and students' assessment of preferred LS correspond. The study found no relationship between pupils' self-assessment and teachers' assessment. Teachers' and students' answers didn't match up. Read More

What obstacles do teachers face in using data for decision making?

 

Underlying many accountability policies is the assumption that standardized test data and other common sources of data will be used to make decisions that will result in changes to instructional practices. This study examines longitudinal from nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. The researchers compared continuous improvement best practices to teachers actual use of data in making decisions. The study found teachers to be receptive, but also found that significant obstacles were interfering with the effective use of data that resulted in changes in instruction. As our colleague, Ronnie Detrich, is quoted as saying, “Implementation is where great ideas go to die”.  Read More

How effective is Schoolwide Positive Behavior Interventions and Supports?

 

Schoolwide positive behavior interventions and supports (SWPBIS) is implemented in more than 23,000 schools. Several reviews have examined the impact of SWPBIS, including a meta-analysis of single-case design research. However, to date, there has not been a randomized controlled trials (RCTs) review on the effects of SWPBIS implementation to reduce disciplinary exclusion, including office discipline referrals and suspensions. The purpose of this study is to conduct a systematic meta-analysis of RCTs on SWPBIS.  Read More

Do students benefit from longer school days?

 

This research examines the impact of providing students with longer school days on student achievement. The amount of time available for instruction has a role to play in student learning. Insufficient instruction would appear to have an effect on learning, but the current knowledge-base on this topics is lacking. The results of this study indicate significant positive effects of additional literacy instruction on student reading achievement. Read More

High School Dropout and Completion Rates (SY 2016)

 

Dropping out of high school has significant negative impacts on students. Statistically, they will have lower earnings than high school graduates, are more likely to be unemployed, have poorer health, and have a higher rate of incarceration.  This report provides a detailed analysis of long-term dropout and completion trends and student characteristics of high school dropouts and completers.  The first measure examined was the “event dropout rate” which is the percent of students who drop out in grades 10-12 without a high school diploma or alternative credential. The event dropout rate for SY 2015-16 was 4.8%, which translated into 532,000 students. Read More

Conference Presentations

Wing Powerpoint Presentations

 

We appreciate your interest in our activities and hope you find this information of interest. Read More

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