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July 2019 Newsletter
 

Dear Knowledge Network members,  

This month we have one original Wing Institute paper, Teacher Retention. The lead author on this paper is Jan Donley. We would like to welcome Jan as a new member to the Wing Institute writing team. This newsletter also includes summaries from five studies that we hope you will find of interest. This research includes work on Attention Deficit Hyperactivity Disorder interventions, "tootling", impact of summer breaks on learning, targeted classroom management professional development on teachers, and delaying school starting times and student outcomes. 

Sincerely,

The Wing Institute

 
"“Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family.” - Kofi Annan, 2010.

Wing Original Papers

Teacher Retention Overview
 

Teacher turnover contributes significantly to teacher shortages, and result in inequitable distributions of effective and qualified teachers. The consequences of turnover are primarily negative, and include fewer effective teachers in disadvantaged, high-needs schools, disruptions to school operations and teacher collegiality, poorer student outcomes, and higher costs for districts. The research cited in this report suggests several common themes that predict teacher turnover and attrition. Teacher turnover is highest among minority teachers (particularly those working in high-needs schools), beginning teachers, those who attain alternative certification, and those teaching math, science, special education, and English as a Second Language (ESL). Several strategies for improving teacher retention have received support in the research. Improved compensation through competitive and equitable salary structures, incentives such as loan forgiveness and paid tuition for preparation, and in certain cases targeted bonuses for effective teachers, can serve to attract and retain teachers in hard-to-staff subjects and schools.  Read more

NEWS

Do later school starting times offer a cost-effective intervention for improving student performance?

 

Answering the Bell: High School Start Times and Student Academic Outcomes. Research in the area of health and sleep has encouraged educators and policymakers to look to delaying school starting times as an intervention with the potential to improve achievement and other relevant student outcomes. To date, this research shows mixed results. IIt also suggests disadvantaged students may especially benefit from delayed starting times. The problem with previous research is its small sample size. The AERA study attempts to fill in the research gap by using larger sample sizes. Bastin and Fuller use statewide student-level data from North Carolina to estimate start time effects for all students and traditionally disadvantaged students. Statewide achievement results were mixed, with positive and negative associations found between start times and high school students’ test scores. Bastin and Fuller call for further research to increase confidence that later start times predictably produce desired outcomes. Studies of sufficient rigor, using multiple populations, and across different settings are required to address issues and possible unintended consequences associated with changing start times. Read More

How effective are attention deficit hyperactivity disorder classroom interventions? 
 

 

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design ResearchStudents with attention deficit hyperactivity disorder (ADHD) traditionally struggle academically and behaviorally. The issues associated with ADHD challenge teachers in meeting the needs of these students. This meta-analysis of single-case design studies evaluates intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. This study suggests that interventions targeting academic learning strategies and behavioral challenges produced medium effect sizes. Read More

 

How can peers increase prosocial behavior in a High School classroom?
 

Tootling with a Randomized Independent Group Contingency to Improve High School Class-wide Behavior. Finding strategies and interventions to positively reinforce students for appropriate behavior while decreasing disruptive behavior is core to the effective management of a classroom. This paper examines the practice of “tootling.” Tootling is a peer-mediated classroom management practice designed to have students identify and then report on peer pro-social behavior. The results suggest that peer reinforcement had a positive impact on increasing appropriate student behavior, reducing disruptive conduct, and student engagement. Read More

Does research on gaps in student learning loss during summer hold up? 

 

Do Test Score Gaps Grow Before, During, or Between the School Years? Measurement Artifacts and What We Can Know in Spite of Them. Concerns regarding gaps in student achievement for students of lower socio-economic status (SES) and students of color continue to concern educators and the public. The von Hippel and Hamrock study concludes that gaps grow fastest in early childhood. They find no evidence of a gap doubling between first grade and eighth grade and some disparities even shrank. The summer gap growth does not hold up when the flawed instrument is replaced with adaptive tests scored using IRT ability scales. When summer learning gaps are present, most of them are small and not easily detectable. The conclusion is that gaps happen mostly in the first five years of life. Resources currently used to solve a summer learning gap that doesn't appear to exist should be redirected toward early childhood education.  Read More

Looking at cost effective means to deliver classroom management training to teachers.

 

The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices. Research suggests teachers want and need to improve classroom management skills. Studies also find that teachers currently receive limited training and support in this critical area of instruction. This study examines brief, targeted professional development (brief training, email prompting, and self-management) to improve teacher classroom management skills. The training focused on increasing the effective use of prompting, increased active student responding, and delivery of praise. 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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