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rbatie19

Chronic Absenteeism Can Devastate K-12 Learning (Opinion) - 7 views

  • in a study of California students for Attendance Works, the organization that Hedy Chang oversees, only 17 percent of the students who were chronically absent in both kindergarten and 1st grade were reading proficiently by 3rd grade, compared with 64 percent of those with good attendance in the early years. Weak reading skills in the 3rd grade translate into academic trouble ahead: Students who aren’t reading well by that point are four times more likely to drop out of high school, according to a 2012 study released by the Annie E. Casey Foundation.
  • Chronic absence in middle school is another red flag that a student will drop out of high school. By high school, attendance is a better dropout indicator than test scores.
  • A recent report, “Absences Add Up,” also from Attendance Works, documents what many know from common sense: At every age, in every demographic, and in every state and city tested, students with poor attendance scored significantly lower on standardized tests. In our schools, this translates into weaker reading skills, failing grades, and higher dropout rates. Rather than looking at attendance as an administrative chore, schools can use the same data as a warning sign to change the trajectory.
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  • The results were significant. Students with mentors gained nine school days—almost two weeks—during the year. They were more likely to remain in school and maintain their grade point averages than similar students without mentors. The program worked at every K-12 level: elementary, middle, and high school, with the greatest impact on students struggling with poverty and homelessness.
  • The mentors had several simple but straightforward responsibilities. They greeted the students every day to let them know they were glad to see them at school. They called home if students were sick to find out what was happening. They connected the students and their families to resources to help address attendance barriers. Mentors participated in school-based teams that analyzed data and shared insights about students. And they also supported schoolwide activities, including assemblies, incentives, and contests, to encourage better attendance for all students.
  • Elementary schools set up attendance teams to identify and monitor the students with the worst attendance. Part-time social workers, hired with philanthropic and state dollars, connected with families. Principals and teachers promoted attendance at back-to-school nights, at parent-teacher conferences, and through regular calls home. This work led to a significant drop in absenteeism in all elementary grades, particularly in kindergarten. The percentage of chronically absent kindergartners fell from 30 percent in the 2011-12 school year to 13 percent in 2013-14. And reading scores began to climb.
meghankelly492

Classical Test Theory and Music Testing - Oxford Handbooks - 2 views

  • applications of classical test theory to K-12 music education assessment are considered
  • ransition from classical test theory to modern test theory is explored.
  • During this period, measurement was viewed as a mechanism by which human traits could be identified and individuals compared
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  • At the heart of CTT is the notion that error is endemic to measurement.
  • By the beginning of the 20th century, the concept of (p. 462) measurement error was well recognized, and psychometricians focused their efforts on estimating and accounting for error.
  • In CTT, an observed measure or score (X) consists of two constituent parts—the true score (T) and measurement error (E):
  • . Measurement error, however, also will account for a certain portion of score variance.
  • According to CTT, measurement error arises because mental processes are idiosyncratic and in a state of change such that individuals are incapable of performing optimally on a single test or performance task.
  • random error and systematic error.
  • (SEM) represents the average of the total random error for all individuals
  • SEM represents the spread of observed scores for a single individual if that person were tested multiple times.
  • That score, however, is an imperfect measure of the student’s true ability.
  • For example, CTT provides in-depth analysis of item characteristics,
Nigel Coutts

Questions to ask as we ponder the latest PISA results - The Learner's Way - 7 views

  •  
    I am wanting to take a slightly different approach to this weeks post. The past week has seen the latest round of PISA results and the media has had a field day. Headlines have routinely attacked students, educators and education systems in equal measure. The Canberra Times reported that "Australian school scores plummet on world stage", the Sydney Morning Herald led with "Alarm bells': Australian students record worst result in global tests" and The Weekend Australian went with "PISA global educational rankings: Schools fail on maths, science". 
meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
Martin Burrett

The intervention programme that claims to lessen the achievement gap - 4 views

  •  
    "A multi-national European study, looking at over 5,500 students, has found that a novel school intervention programme can not only improve the mathematics scores of primary school children from disadvantaged areas, but can also lessen the achievement gap caused by socioeconomic status. Known as the Dynamic Approach to School Improvement (DASI), the programme is based on the latest findings in educational research. Rather than a one-size-fits-all, top-down approach, DASI works by first assessing a school to identify the specific teaching areas that could be improved and then implementing targeted measures to improve them. This process involves all members of the school community, including teachers, pupils and parents, with support from a specialized Advisory and Research Team."
Martin Burrett

Teachers predict pupil success just as well as exam scores - 14 views

  •  
    "New research from King's College London finds that teacher assessments are equally as reliable as standardised exams at predicting educational success. The researchers say their findings, published today in the Journal of Child Psychology and Psychiatry, question whether the benefits of standardised exams outweigh the costs."
Martin Burrett

On the stretching of brighter history pupils by @historylecturer - 2 views

  •  
    "The education twitter-sphere has been all a-buzz today with stuff about helping (or failing) bright pupils. I am not at all qualified to contribute directly to the debate; I can only recount my own experiences, and anecdotal evidence is not very valuable in such a case. Because of my work as an examiner, I meet history teachers from scores of other schools every summer, and I do not think my approaches were in any way unusual. Yes, I taught at an independent school, so it was selective in terms of ability to pay fees. It was not very selective in terms of ability; plenty of our pupils did well to get C passes at GCSE with a couple of Bs thrown in."
Martin Burrett

Becoming and being the leader you want to be by @JohnPearce_JP - 11 views

  •  
    "In education we are very comfortable using the term "middle leaders", rather than "middle managers", to talk about heads of department and heads of faculty. But are they really leaders? What distinguishes middle leaders from middle managers?  Middle managers - and senior managers for that matter - work to the specification of their leaders. Managers only become leaders when they inject something of themselves into their work. Managers sing the hymn sheets of others. Leaders do much more, they add verses, create harmonies and the best compose new scores. "
spdrmn7

IMSLP/Petrucci Music Library: Free Public Domain Sheet Music - 11 views

  •  
    Sheet music domain. Most music is free to print and easily accessible. Scores range from printed to handwritten and for several different instruments.
Martin Burrett

Metacognition in Education - 14 views

  •  
    "Metacognition is widely accepted as "thinking about thinking", often inspired by the work in the 1970s of John Flavell, and its impact in educational circles cannot be denied. Indeed, John Hattie concluded that Metacognitive strategies have a positive impact score of D=0,69 - just outside the top ten of the most effective pedagogical strategies available to teachers - when sustained in the classroom. Additionally, the Educational Endowment Foundation advocate that Metacognition provides a 'high impact for low value', being easy to implement. Furthermore, Singapore's education system implemented Metacognition into their mathematics curriculum in the early 2000s, and their results speak for themselves."
Martin Burrett

Gender myths dispelled by major new maths study - 6 views

  •  
    "A major study into maths attainment has found that boys and girls perform equally in the subject, dispelling long-held myths around gender and education. The first UK-wide research of its kind for 13 years was carried out by Keith Topping, Professor of Educational and Social Research at the University of Dundee, and education assessment company Renaissance found differences in maths attainment between girls and boys to be almost negligible. The study also found that regular and high-quality maths practice improves outcomes across the board and that primary pupils outperformed secondary students, with better attainment scores."
Ryan Evans

10 Best Practices for Implementing Gamification - 15 views

  • make sure you know what constitutes success.
  • Only use gamification as a learning solution when it makes sense and resonates with learners. 
  • Explain why the learners are earning points, who they are trying to save, why they are searching for a treasure. Remember, gamification works well when it is within a context—create a reason why learners should interact with the content you have created.
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  • Retrieval practice requires learners to recall information rather than simply re-read or re-listen to it.
  • The learners should be able to directly link their actions and activities to a score so they know what they need to do to be successful.
  • Keep leaderboards small
  • Use levels and badges appropriately
  • Let the learner know how many levels they are going to need to complete before the learning is over.
  • Badges, on the other hand, are good for showing non-linear progress. Badges can be tied to either terminal or enabling objectives. Also, if possible provide a place where learners can “show off” badges to leverage the social effectiveness of gamification. 
  • Bonus: monitor learner progress
Martin Burrett

Study finds popular 'growth mindset' educational interventions aren't very effective - 29 views

  •  
    "A new study co-authored by researchers at Michigan State University and Case Western Reserve University found that "growth mindset interventions," or programmes that teach students they can improve their intelligence with effort - and therefore improve grades and test scores - don't work for students in most circumstances."
mstuehm76

Want to improve literacy in your school? Here's how | eSchool News - 23 views

  • the district adopted the McGraw Hill curriculum for ELA.
    • mstuehm76
       
      We use Language for Learning
  • we teach students how to build an argument and develop critical-thinking skills using five steps: Claims, Evidence, Reasoning, Counterarguments, and Audience.
  • To evaluate the effectiveness of our school-wide initiative, we now administer quarterly writing assessments for each content area. We analyze student writing samples at the end of each quarter and include norming as a department, using the district writing rubric to determine strengths and areas requiring improvement.
    • mstuehm76
       
      Marzano Score 4 rubrics
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  • “I agree with what ___ said about ___, but disagree that ___.”
  • Much of what our students learn is told to them, so it is critical that they develop listening comprehension.
  • We started with a baseline assessment in September and will compare those results to a final writing sample at the end of the year.
Clint Heitz

The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific American - 25 views

  • The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
  • Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
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  • At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.
  • Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.
  • An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
  • In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do.
Martin Burrett

7 Plenary Activities for Newly Qualified Teachers by @RichardJARogers - 8 views

  •  
    "I loved competitions when I was a kid. Anything involving puzzles, quizzes or games really excited me. In truth: I loved being right and I hated being wrong! School can be quite a competitive environment. Some of our students can really feel the pressure when it comes to scoring highly on tests, exams and extra-curricular tournaments and events."
Martin Burrett

The Positive Power of Negative Thinking - 16 views

  •  
    "Fads in education come and go, with many settings being full of optimism, hope, and trying to instil a positive mindset among their pupils. Yet, all these positive, happy signals sometimes fall short of providing individuals the skills to think more critically within the world they engage in. Many people believe that thinking negatively is a bad thing, and do not consider it as a positive force for good. Expecting things to go wrong can be a great force for good, and with grades and expectations in schools set very high, what happens when things don't go to plan? People are completely stuffed. If exams scores do not reach expected levels, then deciding on a college, university, or vocational options can throw individuals off-course, but having considered the negative outcome options can provide a backup plan of which they still have some control."
Martin Burrett

Metacognition training boosts gen chem exam scores - 11 views

  •  
    "It's a lesson in scholastic humility: You waltz into an exam, confident that you've got a good enough grip on the class material to swing an 80 percent or so, maybe a 90 if some of the questions go your way."
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
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  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
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