Search Results: (1-6 of 6 records)
|WWC 2023005||Class-Wide Function-Related Intervention Teams (CW-FIT) Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Class-Wide Function-Related Intervention Teams (CW-FIT) and provides detailed information about program implementation and cost. CW-FIT is a classroom management strategy that aims to help teachers improve student behavior and create a positive learning environment. Teachers establish classroom rules, provide instruction on target skills, place students into teams, and then reward teams for demonstrating target skills. Based on eight studies that meet standards, the WWC found strong evidence that CW-FIT positively impacted student behavior and promising evidence that CW-FIT positively impacted teacher practice.
|WWC 2023004||Good Behavior Game Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Good Behavior Game and provides detailed information about program implementation and cost. Good Behavior Game is a classroom management strategy that aims to help teachers improve student social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into teams and reward them for demonstrating appropriate behaviors and following classroom rules. Based on 16 studies that meet standards, the WWC found strong evidence that Good Behavior Game positively impacted student behavior and promising evidence that Good Behavior Game positively impacted teacher practice, student writing conventions, and student writing productivity. The WWC found uncertain effects on literacy and math achievement, student intrapersonal competencies, and school climate.
|REL 2017199||Patterns of classroom quality in Head Start and center-based early childhood education programs
REL researchers analyzed data from the 2002/03 Head Start Impact Study (U.S. Department of Health and Human Services) using latent class analysis to determine whether multiple measures, each designed to address one aspect of classroom quality, could collectively differentiate classrooms in a consistent and substantively meaningful way. Using data on measures such as structural quality, process quality, teacher-child interactions, and instructional activities, they found that Head Start (n = 1,061) and center-based (n = 421) classrooms may be grouped according to three classroom quality patterns: good, fair, and poor. The researchers also found that classroom quality measures determined by independent observers distinguish classroom quality groups better than self-reported measures.
There are three main implications of this study: (1) it is possible to use multiple dimensions of the classroom experience to identify classroom quality patterns; (2) identifying classroom quality patterns will likely require independent observers; and (3) an individual classroom may not be perfectly characterized by its classroom quality group. This exploratory study, which was supported by the Early Childhood Education Research Alliance, shows an alternative way to measure classroom quality and provides an example of what patterns of classroom quality exist in programs serving Head Start-eligible children across the country—thus informing practitioners about what quality looks like in these settings and adding to the literature regarding measuring quality in early childhood education. Practitioners and policymakers can use the results of this study to inform the way that they measure the quality of their classrooms and to examine further the characteristics and practices of the different groups of classrooms.
|REL 2016135||Examining the validity of ratings from a classroom observation instrument for use in a district's teacher evaluation system
The purpose of this study was to examine the validity of teacher evaluation scores that are derived from an observation tool, adapted from Danielson's Framework for Teaching, designed to assess 22 teaching components from four teaching domains. The study analyzed principals' observations of 713 elementary, middle, and high school teachers in Washoe County School District (Reno, NV). The findings support the use of a single, summative score to evaluate teachers, one that is derived by totaling or averaging all 22 ratings. The findings do not support using domain- or component-level scores to evaluate teachers' skills, because there was little evidence that these scores measure distinct aspects of teaching. The information that the total score provides predicts the learning of teachers' students. While the relationship is moderate, it is evidence to support interpreting the observation score as an indicator of teachers' effectiveness in promoting learning.
|NCES 2015089||Public School Teacher Autonomy in the Classroom Across School Years 2003–04, 2007–08, and 2011–12
This Statistics in Brief examines a construct of teacher autonomy based on teachers’ responses to six questions regarding perceptions of influence over classroom instruction and classroom management. The brief focuses on how teachers’ perceptions of autonomy have changed over these three school years, as well as how levels of teacher autonomy vary across selected teacher and school characteristics.
|REL 2009076||Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students
Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes concerning the intellectual ability of the group. The report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their achievement gap with White students.
1 - 6