Research Studies FAQ List of Studies

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FAQ(s): Teaching Quality: How prevalent are research-based practices in the classroom?

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Inquiry-Oriented Instruction in Science: Who Teaches That Wa...
To examine the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms.

Issue/Topic: Curriculum--Science
Author(s): Smith, Thomas; Desimone, Laura; Zeidner, Timothy; Rumyantseva, Nataliya; Bhatt, Monica; Dunn, Alfred
Organization(s): Vanderbilt University
Publication: Educational Evaluation and Policy Analysis
Published On: 2007

Findings/Results:

Relationship between credentials and instructional strategy

The findings show relatively strong associations between inquiry/reform-oriented practice and the majors and degrees that teachers earned as a part of the...

2007-01-01T00:00:00

Teaching Mathematics for Understanding: An Analysis of Lesso...
To analyze portfolio entries submitted by candidates seeking certification by the national Board for Professional Teaching Standards (NBPTS) in the area of Early Adolescence/Mathematics (EA/M).

Issue/Topic: Curriculum--Mathematics; Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds.; Middle School
Author(s): Silver, Edward; Mesa, Vilma; Morris, Katherine; Star, Jon; Benken, Babette
Organization(s): Harvard University; Sonoma State University; University of Michigan; California State University
Publication: American Educational Research Journal
Published On: 2009

Findings/Results: 1. Analysis of mathematical features revealed that tasks used in instruction included a range of mathematics topics but were not consistently intellectually challenging.

2. Analyses of key pedagogical features of the lesson mate...

2009-01-01T00:00:00

Recent Research on Human Learning Challenges Conventional In...
To review research studies examining whether: (1) testing directly increases the effectiveness of learning more efficiently than other modes of study; (2) learning is most durable when study time is distributed over much greater periods of time than is customary in educational settings; and (3) interleaving (i.e., arranging data in a non-adjoining way) different types of practice problems markedly improves learning.

Issue/Topic: Brain Research; Instructional Approaches
Author(s): Pashler, Harold; Rohrer, Doug
Organization(s): University of South Florida; University of California San Diego
Publication: Educational Researcher
Published On: 2010

Findings/Results:

Learning Through Testing

1. A combination of study and tests is more effective than spending the same amount of time reviewing the material in some other way, such as rereading it. Interestingly, however, surveys of c...

2010-01-01T00:00:00

Measure for Measure: The Relationship Between Measures of In...
To determine what classroom practices, if any, differentiate teachers with high impact on student achievement in middle school English Language Arts (ELA) from those with lower impact.

Issue/Topic: Teaching Quality--Evaluation and Effectiveness
Author(s): Grossman, Pam; Loeb, Susanna; Hammerness, Karen; Lankford, Hamilton; Boyd, Donald; Wyckoff, James; Cohen, Julia
Organization(s): Stanford University School of Education; Stanford University; University of Virginia Curry School of Education; University of Albany, Center for Policy Research; University of Albany, School of Education
Publication: National Bureau of Economic Research Working Paper
Published On: 2010

Findings/Results:

The findings reveal consistent evidence that high value-added teachers have a different profile of instructional practices than do low value-added teachers.

1. Explicit Strategy Instruction appears to distinguish the more effectiv...

2010-01-01T00:00:00

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