Follow Through: Why Didn’t We?

(click here for full article) (click here to download a PDF of this article) By Cathy L. Watkins Effective School Practices, 15(1), Winter, 1995. Briefing What do we do with a teaching technique that works? Surely, educators would welcome such a breakthrough with open arms. Incredibly, they haven’t. Project Follow Through, the largest experiment ever undertaken to find effective methods for teaching disadvantaged children, discovered such a teaching method at a cost of nearly a billion dollars. They … Read More

Private Sector Alternatives for Preventing Reading Failure

Groff, P.  (1987).  Private sector alternatives for preventing reading failure, Washington, DC:  National Advisory Council on Educational Research and Improvement. Editor’s note:  Chapters IV-VI contain outdated names, addresses, and references, and therefore were omitted _________________ A directory of national organizations providing a rationale for their need;  An assessment of the professional training they provide for prospective or inservice teachers of reading By Patrick Groff, Professor of Education San Diego State University   I. Introduction The major purpose of … Read More

Preventing Reading Failure

Private Sector Alternatives for Preventing Reading Failure (click here for full article) (Click here to download the PDF of this article) By Patrick Groff Professor, San Diego State University Washington, DC: National Advisory Council on Educational Research and Improvement, 1987.   Briefing The No Child Left Behind Act calls for greater reliance on rigorous educational research. But is a shortage of rigorous studies the real problem? In 1987, Professor Patrick Groff reported that the U. S. was experiencing … Read More

Shifting Images

Shifting Images of Developmentally Appropriate Practice as Seen Through Different Lenses (click here for full article) (Click here to download the PDF of this article) By David K. Dickinson Educational Researcher, 31(1), 2002, pp. 26-32.   Briefing Despite billions spent, preschool programs such as Headstart have produced disappointing results. A prime reason may be that the nation’s largest accreditor of preschool programs has required them to use teaching practices that impede, rather than encourage, school readiness. The National … Read More

The Value-Added Achievement Gains of NBPTS

The Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee: A Brief Report J. E. Stone, Ed.D. College of Education East Tennessee State University   Introduction The National Board for Professional Teaching Standards (NBPTS) was established in 1987. Funded principally by the Carnegie Foundation, major teacher unions, and the U. S. Department of Education, its mission is to set advanced proficiency standards for teachers and to certify teachers who meet those standards. Teachers pay $2,300 to be evaluated by … Read More

Value-Added Achievement Gains of NBPTS

Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee: A Brief Report (click here for full article) (click here to download a PDF of this article) By J. E. Stone, Ed.D. College of Education East Tennessee State University   Briefing The National Board for Professional Teaching Standards (NBPTS) was established in 1987. Funded principally by the Carnegie Foundation, major teacher unions, and the U. S. Department of Education, its mission is to set advanced proficiency standards for teachers and … Read More

Preparing Teachers

Preparing Teachers: Are American Schools of Education Up to the Task? (click here for information on event at which paper was presented) (Click here to download the PDF of this article) By David Steiner Boston University School of Education American Enterprise Institute   Briefing E. D. Hirsch, Chester Finn, the late Al Shanker and other critics have argued that faulty teacher training is a key contributor to school ineffectiveness. They say that the schools of education embrace “constructivism”—an … Read More

Engaging Schools: Fostering High School Students’ Motivation to Learn

posted in: Briefings & Reports |

(click here for full article) (Click here to download the PDF of this article) By Committee on Increasing High School Students’ Engagement and Motivation to Learn Washington, DC: The National Academies Press, 2003   Briefing On the surface, the recommendations made by the National Research Council in its December 2003 report, Engaging Schools, seem reasonable enough. The report deals with student motivation and ways that high schools can foster it. One cannot argue with its goals: to create … Read More

Reform of and by the System

Reform of and by the System: A Case Study of a State’s Effort at Curricular and Systemic Reform (click here for full article) (click here to download a PDF of this article) by Phillip A. Cusick, Michigan State University and Jennifer Borman, Brown University   Briefing It has oft been said that the road to hell is paved with good intentions, and such is surely the case with much education reform legislation. Dissatisfied with the quality of student … Read More

The Real Value of Teachers

The Real Value of Teachers: Using New Information about Teacher Effectiveness to Close the Achievement Gap” (click here for full article) (click here to download a PDF of this article) By Kevin Carey Thinking K-16, Vol. 8, Issue 1, Winter 2004.   Briefing If it ain’t broke, don’t fix it. Tennessee’s Value Added Assessment System (TVAAS) has been widely hailed as the nation’s best. It should be maintained if not expanded. Created in the early 1990s, the TVAAS … Read More

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