RESEARCH
The Latest Research
Report: New and Experienced Teachers initiative were considered in the study: students and understanding schoolwide
in a School Reform Initiative: The Example instructional coaches, teacher collaboration, trends was signifi cantly lower than that of
of Reading First (Issues & Answers Report, use of student assessment data, and support experienced teachers.
REL 2009–No. 082). Washington, DC: for reform. Data for the study, collected The study found no differences between
U.S. Department of Education, Institute from 235 Reading First schools in six states, new and experienced teachers in their
of Education Sciences, National Center came from 2008 statewide evaluations and perceptions of collaborative grade-level
for Education Evaluation and Regional included teacher surveys, teacher interviews, meetings. Both groups agreed that the
Assistance, Regional Educational Laboratory and coach interviews. meetings were a good use of their time. The
Northwest. (November 2009) Findings of the study showed three study also found no differences between
differences in new teachers’ experiences new and experienced teachers in their
What? This study compared the experiences with their reading coach (in amount of overall support for Reading First.
and perceptions of new and experienced feedback, requested help, and belief that
teachers in Reading First, the federally interactions with coaches changed their Authors: Nelsestuen K., Scott C.,
funded school reform initiative under the No instruction practices), but no differences Hanita M., Robinson L., and Coskie T.
Child Left Behind Act. The goal of the study in overall perceptions of support from
was to examine new teachers’ experiences reading coaches. Findings also showed that Where: This report can be found on the
with reform. new teachers’ confi dence in their ability Institute of Education Sciences website at
Four areas of the Reading First reform to use data for tasks such as grouping www.ies.ed.gov/ncee/edlabs
Report: ¿Qué Pasa?: Are English Language The following indicators were used to Findings of the study showed that
Learning Students Remaining in English analyze the impact of reclassifi cation on reclassifi cation of ELLs as late as the
Learning Classes Too Long? Policy Brief from academic performance: SAT9 Math and eighth grade is associated with improved
the Tomás Rivera Policy Institute. (October Reading scores in 8th grade, failing the 9th academic outcomes when compared to
2009) grade, dropping out, passing the California students who remain in the ELL programs.
High School Exit Exam, and ever taking Further, reclassifi cation was found to have
What? This policy brief describes a study an Advanced Placement course. School a positive effect for both native-born and
on the academic benefi ts of transitioning level differences that might also affect the immigrant ELLs.
English Language Learners (ELLs) into indicators – including percent of school
mainstream English classrooms. The Los that is ELL and percent of school receiving Authors: Flores E., Painter G.,
Angeles Unifi ed School District – which free or reduced lunch – were taken into Harlow-Nash Z., Pachon H.
educates a substantial number of ELLs – account during the analysis. Student
provided data for the study. Thousands of characteristics – such as socioeconomics Where? This report can be found on the
student records and seven years of data and prior academic performance – were Tomás Rivera Policy Institute website at
were included. also considered. www.trpi.org
Report: Using Student Achievement Data to What? This guide provides a framework goals. Each recommendation describes
Support Instructional Decision Making (NCEE for using student achievement data to action steps for implementation, as well as
2009-4067). Washington, DC: National support instructional decision making. These suggestions for addressing obstacles that
Center for Education Evaluation and decisions include, but are not limited to, may impede progress.
Regional Assistance, Institute how to adapt lessons or assignments in To develop the guide, a comprehensive
of Education Sciences, U.S. response to students’ needs, alter classroom search was performed to identify literature
Department of Education. goals or objectives, or modify student- related to data use and instructional
(September 2009) grouping arrangements. decision making. Recommendations in the
The guide also provides guide refl ect both feedback from the guide’s
recommendations for creating the panelists and fi ndings from several types of
organizational and technological studies, including studies that examine the
conditions that foster effective effectiveness of data use interventions and
data use. It is recommended case studies of schools and districts that
that schools set a clear vision have made data use a priority.
for schoolwide data use,
develop a data-driven Authors: Hamilton L., Halverson R., Jackson S.,
culture, and make data Mandinach E., Supovitz J., & Wayman J.
part of an ongoing cycle
of instructional practices. Where? This report can be found on the
The guide also recommends Institute of Education Sciences website at
teaching students how to use http://ies.ed.gov/ncee/wwc/publications/
their own data to set learning practiceguides
winter 2010 Better: Evidence-based Education 27
Better(US)Win10 pp26-27 Research.indd 27 23/2/10 17:09:54
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28