Reports/Research/Dissertation Summaries - School Leadership 2.02024-03-29T11:31:46Zhttps://schoolleadership20.com/forum/categories/reports-research-dissertation-summaries/listForCategory?categoryId=1990010%3ACategory%3A27369&feed=yes&xn_auth=noHow effective are universal school-based SEL programs in the U.S.?tag:schoolleadership20.com,2024-03-27:1990010:Topic:3912242024-03-27T13:01:54.475ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><strong>How effective are universal school-based SEL programs in the U.S.?</strong></p>
<p><span>By Li Li, Johns Hopkins University</span></p>
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<p><span>Promoting social-emotional learning (SEL) in schools has come under public scrutiny in the United States. Controversies aside, what are the benefits of SEL in U.S. schools? A meta-analysis by …</span></p>
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<p><strong>How effective are universal school-based SEL programs in the U.S.?</strong></p>
<p><span>By Li Li, Johns Hopkins University</span></p>
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<p><span>Promoting social-emotional learning (SEL) in schools has come under public scrutiny in the United States. Controversies aside, what are the benefits of SEL in U.S. schools? A meta-analysis by </span><a href="https://lxhriqcab.cc.rs6.net/tn.jsp?f=001Nx9QK6BPnX6YRRIjH0W8NoRx-O2D0PUt5rCtRCcprIuvGUbticJJ8fDjrr6IsEJ2ava-inIX-kZJ2HDGogJT2I68lBKW6COS8RGn_trgRcU25uoiEMxgbZS06YTrejd1BbqXBPuTTQt37-b92DgdrMKnH-L9miHkP-Con7RtPA2-Y1wVXiaKlA==&c=LkRiJQzdZU4IXmdu_eeyEkosj5rnfo9o9dxBIR9bc8c5mFy54I7FHw==&ch=NHvlvnMyMSCZttjBJlif4nEVON-PjtMgLbLA_9luyyrGcp5LeFEWrQ==" target="_blank" rel="noopener">Cipriano<span> </span></a><span>et al.</span><span> reviewed 90 studies from 2008 to 2020 on 47 universal school-based SEL programs implemented across the United States. This analysis sought to evaluate the impact of these programs on student academic, social, and emotional outcomes.</span></p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12404683480?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12404683480?profile=RESIZE_710x" width="400" class="align-right"/></a></p>
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<p><span>The meta-analysis found that SEL programs are effective in improving students’ perception of school climate and safety (ES =+0.32), student civic attitudes and behaviors (ES =+0.18), prosocial behaviors (ES=+0.18), SEL skills (ES =+0.17), and school functioning (ES =+0.10). Notably, SEL programs were found to improve student academic achievement (ES =+0.08). The programs also yielded benefits in reducing students’ externalizing behaviors (ES =+0.15) and emotional distress (ES =+0.12). The program effects were marginally significant in improving student physical health (ES =+0.31) and peer relationships (ES =+0.16). Teacher-delivered SEL programs demonstrated greater effectiveness than programs delivered by others (b =.107, p = .028). Programs were equally effective across elementary and secondary school levels (b = -.042, p = .450), and there were no significant differences in program effects across gender subgroups (ES =+0.01). The study also presented descriptive findings of how program effects differed by students’ racial and ethnic identities.</span></p> Report: Teaching openings outnumber applicationstag:schoolleadership20.com,2024-03-22:1990010:Topic:3909442024-03-22T19:06:58.043ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div><a href="https://r.smartbrief.com/resp/rPoyCAjvBtAsljvMaydakIalQhjV?format=multipart" rel="noopener" target="_blank">Report: Teaching openings outnumber applications</a></div>
<div class="m_-1876723427652539535name-100">Nationwide, the number of applicants for open teaching positions has failed to keep pace with demand, with researchers from The Annenberg Institute at Brown University showing the US has an estimated 55,000 vacant full-time teaching positions. Researchers say the…</div>
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<div><a href="https://r.smartbrief.com/resp/rPoyCAjvBtAsljvMaydakIalQhjV?format=multipart" target="_blank" rel="noopener">Report: Teaching openings outnumber applications</a></div>
<div class="m_-1876723427652539535name-100">Nationwide, the number of applicants for open teaching positions has failed to keep pace with demand, with researchers from The Annenberg Institute at Brown University showing the US has an estimated 55,000 vacant full-time teaching positions. Researchers say the shortage, detailed in a map of the US, is exacerbated by factors such as stagnant teacher salaries and increasing job opportunities in other industries.</div>
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<p><span> </span><span class="m_-1876723427652539535mobile_wrap"><b>Full Story:<span> </span></b><a class="m_-1876723427652539535mobile_wrap" href="https://r.smartbrief.com/resp/rPoyCAjvBtAsljvMaydakIalQhjV?format=multipart" target="_blank" rel="noopener">USA Today</a><span> </span></span></p> Examining the effectiveness of SEL program componentstag:schoolleadership20.com,2024-03-13:1990010:Topic:3905962024-03-13T19:27:55.352ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<h1><span>Examining the effectiveness of SEL program components</span></h1>
<p><span>By Winnie Tam, Centre for University and School Partnership, The Chinese University of Hong Kong</span></p>
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<p><span>Social-emotional learning (SEL) programs generally yield positive outcomes for students, and can enhance academic performance and reduce conduct problems. Shi and Cheung conducted a</span><span> …</span></p>
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<h1><span>Examining the effectiveness of SEL program components</span></h1>
<p><span>By Winnie Tam, Centre for University and School Partnership, The Chinese University of Hong Kong</span></p>
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<p><span>Social-emotional learning (SEL) programs generally yield positive outcomes for students, and can enhance academic performance and reduce conduct problems. Shi and Cheung conducted a</span><span> </span><a href="https://lxhriqcab.cc.rs6.net/tn.jsp?f=001MtSaUYufXOTjUW3eZb5_L1VDn0pkANoxFKAk8WVddibid04IGkt_LZWNyREJR1GwJ3NxP-iBOkAljO_oynMANstx67Rj_VvQi08COIrQHz3PrUho_SvIvMkKhnbRK_DUBRjsbUl1A9Bz228Q2zPS4lpKQ5jg4_REKFKnmv9sVC8ziQ-D7mqlwg==&c=eZoevk2KYF7akJrgdMrKBbRKHcLVfgqqvMzw0EZ0kqCXb3yuus91wA==&ch=MU-KeA5BJSnn1OKNxpRpTovFQ08Z4DVOXEErh6DaC0xhy8i45GSBZA==" target="_blank" rel="noopener">comprehensive and rigorous meta-analysis</a><span> </span><span>to identify program components that significantly impact SEL effectiveness across four domains: social-emotional skills, affect and attitudes, prosocial and antisocial behaviors, and academic performance.</span></p>
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<p><span>The final sample included 12 high-quality SEL programs from 59 studies published between 1980 and 2020. The program components were classified into five categories: cognitive elements, pedagogical activities, teacher social-emotional skills, climate support, and family engagement. Each program could consist of more than one component, and each component was treated as an individual dichotomous moderator when included in the program.</span></p>
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<p><span>Overall, SEL programs demonstrated significant improvements in youth social-emotional skills (ES=+0.17), affect and attitudes (ES=+0.09), academic performance (ES=+0.13), behaviors (ES=+0.14), and overall effectiveness (ES=+0.15). After controlling for methodological factors such as research design, duration, and dosage, the results of the meta-regression analysis are presented below:</span></p>
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<p><span>· Programs that included training for teachers' social-emotional skills had a significantly higher effect on behaviors, academic performance, and overall effectiveness compared to programs without such training.</span></p>
<p><span>· Programs with cognitive elements showed diminished effects on social-emotional skills and prosocial behavior, although these effects were not statistically significant.</span></p>
<p><span>· Randomized controlled trials yielded smaller effect sizes compared to quasi-experiments, and low program dosages were less effective.</span></p>
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<p><span>The authors concluded that training teachers' social-emotional skills and reducing cognitive elements in SEL curricula are ways to increase the effectiveness of SEL programs. However, pedagogical activities, climate support, and family engagement did not show significant effects. Notably, individual SEL components did not significantly improve social-emotional skills when methodological factors were controlled.</span></p> New guidance on artificial intelligence-driven tools for math education.tag:schoolleadership20.com,2024-03-13:1990010:Topic:3907592024-03-13T19:23:51.543ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p><strong>New guidance on artificial intelligence-driven tools for math education.<span> </span></strong></p>
<p>The Future of Learning</p>
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<p>Teachers and students need to approach AI tools with skepticism, according to<span> </span><a href="https://hechingerreport.us2.list-manage.com/track/click?u=66c306eebb323868c3ce353c1&id=ffdc0c33aa&e=e89a2d138e" rel="noopener" target="_blank">guidance</a><span> </span>on AI and mathematics teaching released last month by the…</p>
<p><strong>New guidance on artificial intelligence-driven tools for math education.<span> </span></strong></p>
<p>The Future of Learning</p>
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<p>Teachers and students need to approach AI tools with skepticism, according to<span> </span><a href="https://hechingerreport.us2.list-manage.com/track/click?u=66c306eebb323868c3ce353c1&id=ffdc0c33aa&e=e89a2d138e" target="_blank" rel="noopener">guidance</a><span> </span>on AI and mathematics teaching released last month by the National Council of Teachers of Mathematics. The report emphasizes that AI tools, which have a tendency to produce biased results, do not represent a shortcut for math teachers. In fact, they increase the need for educators to have “deeper knowledge of math instruction and assessment” and to teach students to “solve problem themselves in order to identify potential bias” in AI-generated responses. That said, the report does argue that teachers can use AI to design better math assessments and assignments and to personalize learning (by, for example, helping to create multiple versions of the same test or homework question to meet different student needs).</p> Study: Young people wary of college.tag:schoolleadership20.com,2024-03-13:1990010:Topic:3906992024-03-13T19:21:19.949ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p><strong>Young people wary of college.<span> </span></strong></p>
<p>The Future of Learning</p>
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<p>Higher education has a lot of work to do when it comes to proving its value to potential students, according to a<span> </span><a href="https://hechingerreport.us2.list-manage.com/track/click?u=66c306eebb323868c3ce353c1&id=c29501870a&e=e89a2d138e" rel="noopener" target="_blank">new study</a><span> </span>conducted in 2023 by HCM Strategies and Edge Research. The study, based on…</p>
<p><strong>Young people wary of college.<span> </span></strong></p>
<p>The Future of Learning</p>
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<p>Higher education has a lot of work to do when it comes to proving its value to potential students, according to a<span> </span><a href="https://hechingerreport.us2.list-manage.com/track/click?u=66c306eebb323868c3ce353c1&id=c29501870a&e=e89a2d138e" target="_blank" rel="noopener">new study</a><span> </span>conducted in 2023 by HCM Strategies and Edge Research. The study, based on focus groups with high school students, as well as young people who chose not to attend college or dropped out, found that the high schoolers were more likely to equate the importance of college with future job prospects and earning power than they were with building knowledge and skills. High schoolers and young people who aren’t enrolled in school rated the value of both two- and four-year college above vocational education and bootcamps, but below on-the-job training and coursework that culminates in a certificate or license. The biggest factors dissuading both groups from going to college were the cost, a lack of interest in school, unclear return on investment and the related stress and pressure of attending. The study was funded by the Gates Foundation, which is also one of Hechinger’s many funders. </p> Can a grading system emphasizing formative assessment enhance math education? - recent research on the PARLO systemtag:schoolleadership20.com,2024-02-27:1990010:Topic:3903862024-02-27T21:05:34.210ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><span>Can a grading system emphasizing formative assessment enhance math education? Insights from a mixed-methods study on the PARLO System</span></p>
<p><span>By Carmen Pannone, University of Cagliari, Italy</span></p>
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<p><span>Educators have long advocated for integrating formative assessment alongside summative assessment to provide ongoing feedback and support student outcomes. Previously evaluated through two pilot studies,…</span></p>
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<p><span>Can a grading system emphasizing formative assessment enhance math education? Insights from a mixed-methods study on the PARLO System</span></p>
<p><span>By Carmen Pannone, University of Cagliari, Italy</span></p>
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<p><span>Educators have long advocated for integrating formative assessment alongside summative assessment to provide ongoing feedback and support student outcomes. Previously evaluated through two pilot studies, the </span><span>PARLO</span><span> (</span><span>Proficiency-based Assessment and Re-assessment of Learning Outcomes</span><span>) system is tailored for student-facing assessment in schools that may use a traditional grading system. Unlike traditional methods, </span><span>PARLO</span><span> doesn't calculate final grades based on weighted averages of summative scores; instead, it assesses students' proficiency in learning outcomes and offers personalized feedback to guide further learning. This approach empowers students to pursue additional work and seek reassessment for full credit.</span></p>
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<p><span>A </span><a href="https://r20.rs6.net/tn.jsp?f=001ekQrMx99LgQn12D1i5a34Ll1bSJIzdvpkNvqSVTezCEige3JIwcFlVPakz6ComWbVdkBtD1XNDHloGmNVAKF3GCmbuRTCzcPrIY7omCdWgKIVb_zXLolcGl44I_kbxYpoAtFt4_gsWb86WJmHsdjXbGZ7nF8jljaq8-1OUTZduzvyrJgdmCshsTeS6njKKi8D7SJEt-bWC5HlPEkhJreWQ==&c=SFcdsYxMMjlrUPLdi1T01_LaEZfT5qihFPkw_cYTcMxybLoIAEfSgA==&ch=lHphOg1kE9Ry_WGgM1ybFEkEAZqMtcFJHbYOWt2eci35MWAf5n6JGQ==" target="_blank" rel="noopener">recent mixed-methods study</a><span>, utilizing a cluster-randomized control trial, explored </span><span>PARLO</span><span>’s impact on 9th-grade students' expectancies for success, motivation, intrinsic and utility value, and academic outcomes in math The study included 38 teachers from 14 treatment schools and 27 teachers from 15 control schools, all volunteering to participate. With formative assessment gaining popularity, control teachers were prompted to adopt some </span><span>PARLO </span><span>aspects, creating a "limited treatment condition" compared to the "full treatment condition" of the experimental group. The treatment incorporated diverse professional development and a project-developed software tool. Qualitative data were gathered through 84 interviews with </span><span>PARLO</span><span> teachers and an open-ended survey completed by 678 students from a non-random treatment sample.</span></p>
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<p><span>Quantitative findings revealed a significant positive impact of PARLO on ninth graders’ mathematics learning (ES=+0.33), consistently observed across various factors. Qualitative data highlighted increased student engagement, yet concerns about "contentment" and "procrastination" were noted. Investigating motivation as a potential moderator of math achievement, the analysis revealed a positive association between </span><span>PARLO</span><span>'s impact on individual students' math performance and their motivation levels: more motivated students were more likely to take advantage of </span><span>PARLO</span><span>’s opportunities. The </span><span>PARLO</span><span> system shows promise in enhancing mathematics learning outcomes and student engagement that could be further explored building on lessons learned.</span></p> Which has a greater cognitive impact, handwriting or typing? - Recent researchtag:schoolleadership20.com,2024-02-26:1990010:Topic:3906252024-02-26T18:41:57.718ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p>Which has a greater cognitive impact, handwriting or typing? - Recent research</p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12389813057?profile=original" rel="noopener" target="_blank"><img class="align-full" src="https://storage.ning.com/topology/rest/1.0/file/get/12389813057?profile=RESIZE_710x"></img></a></p>
<p>Illustration by M. Keany/AI</p>
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<p>In a groundbreaking study published on February 8, 2024, in the journal "Frontiers in Psychology," researchers from the Norwegian University of Science and Technology explored the cognitive impacts of handwriting…</p>
<p>Which has a greater cognitive impact, handwriting or typing? - Recent research</p>
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<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/12389813057?profile=original" target="_blank" rel="noopener"><img src="https://storage.ning.com/topology/rest/1.0/file/get/12389813057?profile=RESIZE_710x" class="align-full"/></a></p>
<p>Illustration by M. Keany/AI</p>
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<p>In a groundbreaking study published on February 8, 2024, in the journal "Frontiers in Psychology," researchers from the Norwegian University of Science and Technology explored the cognitive impacts of handwriting versus typing on university students. This study, spearheaded by Audrey van der Meer, a neuropsychology professor at NTNU, and covered by Aria Bendix for NBC News Digital, sheds light on how these two methods of writing affect brain activity and, potentially, learning and memory.</p>
<p>The research involved 36 university students who were asked to either write words in cursive using a digital pen on a touchscreen or type the same words using a keyboard. The words were displayed on a screen, and participants had to reproduce them within a given timeframe. To monitor brain activity, the students wore caps fitted with 256 electrodes that recorded electrical signals from various regions of the brain, allowing the researchers to observe active areas and inter-brain communication.</p>
<p>The findings revealed a significant disparity in brain activation between handwriting and typing. Handwriting engaged almost the entire brain, necessitating a robust interplay between the visual, sensory, and motor cortices. This comprehensive activation is attributed to the process of visualizing and manually forming letters, each requiring distinct movement patterns. In contrast, typing induced minimal brain activation, primarily because the physical act of pressing keys requires less cognitive effort and less distinctive motor skills.</p>
<p>These results corroborate van der Meer's earlier research, which also indicated heightened brain activity during handwriting compared to typing in both children and young adults. Furthermore, a study from Indiana University in 2017 suggested that handwriting might enhance letter recognition in children by linking visual and motor skills.</p>
<p>Despite these insights, there is still ambiguity regarding the direct translation of increased brain activity during handwriting to tangible improvements in learning or memory retention. Moreover, the efficacy of note-taking on paper versus laptops in enhancing classroom learning and exam performance remains contested.</p>
<p>The study underscores the importance of incorporating both handwriting and typing into educational curricula, considering the digital age's demands. While typing offers efficiency for lengthy texts, handwriting could play a crucial role in cognitive development, especially during the brain's formative years.</p>
<p>As educational practices evolve, this research invites a reevaluation of traditional teaching methods, suggesting that a balanced approach to writing could foster optimal cognitive growth and learning outcomes.</p>
<p>Original article: Aria Bendix, "Writing by hand may increase brain connectivity more than typing, readings of student brains suggest," NBC News Digital, January 27, 2024.<a href="https://www.nbcnews.com/health/health-news/writing-by-hand-may-increase-brain-connectivity-rcna135880" target="_blank" rel="noopener">[URL here]</a></p>
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<p>Prepared with the assistance of AI software</p>
<p>OpenAI. (2024). <i>ChatGPT</i> (4) [Large language model]. <a href="https://chat.openai.com">https://chat.openai.com</a></p> What Does Successful Education Reform Look Like?tag:schoolleadership20.com,2024-02-13:1990010:Topic:3901602024-02-13T18:54:17.930ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><strong>Summary for Teachers: "What Does Successful Education Reform Look Like?"</strong></p>
<p><strong>Source: Arundel, K. (2024, February 12). What does successful education reform look like? <em>McKinsey & Company</em>.<a href="https://www.k12dive.com/news/successful-global-education-reforms/707176/?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202024-02-12%20K-12%20Dive%20%5Bissue:59064%5D&utm_term=K-12%20Dive" rel="noopener" target="_blank">[Link to…</a></strong></p>
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<p><strong>Summary for Teachers: "What Does Successful Education Reform Look Like?"</strong></p>
<p><strong>Source: Arundel, K. (2024, February 12). What does successful education reform look like? <em>McKinsey & Company</em>.<a href="https://www.k12dive.com/news/successful-global-education-reforms/707176/?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202024-02-12%20K-12%20Dive%20%5Bissue:59064%5D&utm_term=K-12%20Dive" target="_blank" rel="noopener">[Link to article]</a></strong></p>
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<p>McKinsey & Company's recent report sheds light on the keys to successful education reform, drawing from a global study of 14 education systems. Contrary to popular belief, the report emphasizes that transformative and sustained improvements in education are not solely determined by specific curricula or services but are largely influenced by effective governance and execution of reforms.</p>
<p>The report underscores several universal strategies that have proven instrumental in driving positive change in education systems worldwide. These strategies include:</p>
<ol>
<li><p><strong>Providing Evidence-Based Instructional Strategies:</strong> Educators should be equipped with evidence-based instructional strategies that prioritize foundational learning and are supported by research to enhance classroom outcomes.</p>
</li>
<li><p><strong>Rallying Stakeholders:</strong> Successful reforms involve rallying stakeholders, including district leadership, principals, teachers, families, and communities, around a few key priorities to garner support and ensure alignment towards common goals.</p>
</li>
<li><p><strong>Organizing Dedicated Delivery Teams:</strong> Implementation of reforms requires dedicated delivery teams focused on executing plans over time, pacing reforms to demonstrate early traction, and building stamina to achieve long-term goals.</p>
</li>
<li><p><strong>Measuring Student Outcomes:</strong> Effective education systems consistently measure student outcomes to assess the impact of reforms, staying open to innovative practices while complementing successful strategies.</p>
</li>
</ol>
<p>The report identifies 14 school systems worldwide that have demonstrated remarkable improvement in student learning outcomes, including Singapore, Peru, South Africa, London, Punjab (India), Mississippi, and the District of Columbia (U.S.). These systems have successfully employed the aforementioned strategies to overcome challenges and achieve significant progress in student achievement.</p>
<p>Notably, McKinsey's research suggests that school systems implementing these strategies are six times more likely to succeed in their education reforms compared to those that do not. However, the report emphasizes that sustained improvement in education requires consistent effort over multiple years, often spanning 8 to 12 years, with a clear focus on stated goals.</p>
<p>While the report highlights universal strategies for success, it acknowledges the importance of tailoring reforms to the unique context of each education system. Leaders are encouraged to match reforms with their specific context, considering factors such as infrastructure, resources, and local needs.</p>
<p>In conclusion, McKinsey's findings offer a hopeful message that change is possible in education reform. By implementing evidence-based strategies, engaging stakeholders, and maintaining a focus on student outcomes, education systems can work towards transformative and sustained improvements in student learning.</p>
<p><strong>Source:</strong> Arundel, K. (2024, February 12). What does successful education reform look like? <em>McKinsey & Company</em>.<a href="https://www.k12dive.com/news/successful-global-education-reforms/707176/?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202024-02-12%20K-12%20Dive%20%5Bissue:59064%5D&utm_term=K-12%20Dive" target="_blank" rel="noopener">[Link to article]</a></p>
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<p>This summary was created with the assistance of AI software.</p> Evaluation of Chapter One literacy tutoringtag:schoolleadership20.com,2024-02-13:1990010:Topic:3902412024-02-13T18:48:12.131ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><span>Year Two randomized evaluation of Chapter One literacy tutoring</span></p>
<p><span>By Cynthia Lake, Johns Hopkins University</span></p>
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<p><span>The National Student Support Accelerator has released</span><span> …</span></p>
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<p><span>Year Two randomized evaluation of Chapter One literacy tutoring</span></p>
<p><span>By Cynthia Lake, Johns Hopkins University</span></p>
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<p><span>The National Student Support Accelerator has released</span><span> </span><a href="https://r20.rs6.net/tn.jsp?f=001F_34w6sOIdvG1xtgEOd0MXCq03_u8nVNRiwAq--dDbIXd9XsupsgP04W11UWCifKWrQuJSKWLCWAHdhEfQKbyxVdrCdtMyF9LEVJJj3_oqwsGrqGhsvrkdCE7IML3kCsrswDhA5A0ypC7aBajXLi_UW8r_6m0qplooq8ypCAZ4II6QkXQoylVIgyAUAN1SoPt4ktqKGcwSnhiLEqQ5IB66G0-Z7pv4Px5AylbHXSRhPKaLS5uQ4vjutfqyWfv-XYiqdI6CTQG0KtKBnyGMHjDMfnwXNC6X1mz-FshRHWARhdua7UxHHs58kspcSStyo3y5mSBk4lUcTXgwAZdk7Arae9a2X44rWWUcZgni8kAiKLpfaTZvomX3hrNKAEoCM7sgyKGPAfOoRMv5X74lVbqS12w1sg1zvPxc2ZpE9cnkWMvF7ZZXt9pFPLCx6UlK1MOMx6HPe9e6pPq3GzNRtUdK62nVjK2NUKbBH2o24GqX1CX0htCzMWJtCl3lyBzwO-5nNYe1OOakDkYfu6hY9wxWD98IQHFUAOWs2Khwm4hoAgh7R_bYdLpI0-kq0pHVaZEKm59NgJG8-X0m-Lu1AGHWbPip4Y7xU7GIYfhm0szB8HxRTzSc0U8E0TUsRsXfoCGPYBwJzPiiS0rCBw6sSwhmXyY5OLXWWlhQYh-96O5sqNzBBFOs8cGooO3qNpm68p961ovgZuXEulJlboUepMOGHm7LkAhlKa1sNQ2URWxheF8mTkMZPa8WhGpGAHFy7KjEP4UzJOO2WtaqlfJUIHGI-d6znka_h222iYdIENDbUiqddCSXHe2qZJM2CH_b1OarShHV5Yu2szgYrkbq_Lo891lMG8s0JaynbTAmSGkzI0xG2pNJfBCiuPKhccUYbgkshjlQxtOdCPEmzBrelRSYR941hk_Pg069cGqx77OUNaVAhKN0TsaA==&c=f5Od-93QFXoZO6xk2PwLcHgwSQH-ZgioCM-oZ1D_ZbIsHcunhft_Vw==&ch=nPXGKv0wcgBaf5ctXkkvfE-tFGMkowWi5B8zT8TyZaUFg4dyb5OLMQ==" target="_blank" rel="noopener">a report</a><span> </span><span>on the impact of the second year of a randomized controlled trial of Chapter One, an early reading tutoring program that places part-time tutors in the classroom to work individually with students in short bursts of instruction for the entire school year. The study was conducted during the 2021-2022 school year with kindergarten students and continued in 2022-2023 with first grade students from 13 schools in a large Southeastern school district. In study year one, 50% of the students within 49 kindergarten classrooms were randomly assigned to receive Chapter One and 50% to a business-as-usual control group (N = 420, 398 respectively). Results at the end of kindergarten were positive, with Chapter One students performing higher on measures of oral fluency and on the district reading assessment.</span></p>
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<p><span>The second year of the study continued with first grade students who remained in the same schools. Due to attrition, nearly one-third of the original Chapter One sample did not receive tutoring in year 2. The tutors primarily worked with students with lower reading skills, but all the students assigned to Chapter One received some tutoring. The positive effects of the program were observed not only in program-collected measures of Reading Stages and Oral Reading Fluency but also on the STAR Early Literacy Assessment, the district measure of early literacy skills. By the end of first grade, students receiving Chapter One tutoring scored significantly higher on the oral reading fluency assessment than did students in the control group (ES = +0.35). Additionally, students receiving Chapter One tutoring were nine percentage points less likely to be categorized as at-risk in early literacy than the control group students (45 vs 54 percent).</span></p>
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<p><span>While the effectiveness of high-impact tutoring has been well-documented, these programs can be challenging to scale and require substantial resources. Chapter One, with its focus on affordability and sustainability, shows promising evidence of a scalable approach for delivering one-on-one personalized literacy tutoring.</span><span> </span></p> Using Classroom Simulations Wisely and with Empathytag:schoolleadership20.com,2024-02-06:1990010:Topic:3898032024-02-06T16:29:47.574ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p><strong>Title: "Reexamining the Classroom Simulation: Guidelines for Making Affirming Pedagogical Choices"</strong></p>
<p><strong>Authors:</strong> Karen L. B. Burgard, Michael L. Boucher Jr., Tina M. Ellsworth</p>
<p><strong>Published:</strong> December 20, 2023</p>
<p><strong>Source:</strong> <a href="https://doi.org/10.1080/00940771.2023.2282600" target="_new">Link to Article</a></p>
<p><strong>Summary:</strong> In light of recent legislative attempts to restrict discussions of…</p>
<p></p>
<p><strong>Title: "Reexamining the Classroom Simulation: Guidelines for Making Affirming Pedagogical Choices"</strong></p>
<p><strong>Authors:</strong> Karen L. B. Burgard, Michael L. Boucher Jr., Tina M. Ellsworth</p>
<p><strong>Published:</strong> December 20, 2023</p>
<p><strong>Source:</strong> <a target="_new" href="https://doi.org/10.1080/00940771.2023.2282600">Link to Article</a></p>
<p><strong>Summary:</strong> In light of recent legislative attempts to restrict discussions of race, racism, and oppression in schools, educators face a challenge in teaching these sensitive topics while engaging students. This article critically examines the use of classroom simulations to address such complex issues and highlights potential pitfalls. While simulations may aim to foster understanding, they can inadvertently marginalize students and perpetuate harmful stereotypes. To create safe and affirming classrooms, the authors advocate for a reconsideration of simulation-based teaching methods, especially concerning culturally and historically sensitive topics. Instead, educators are encouraged to adopt innovative and empowering pedagogical strategies that foster critical thinking and inclusivity. By providing guidelines for making affirming pedagogical choices, the article equips teachers with tools to create engaging and impactful lessons that promote diversity, equity, and inclusion while respecting the dignity of all students.</p>
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<p>This summary was created with the assistance of AI software.</p>