ODYSSEY SPRING 2004** - ERIC - Education …

1 ODYSSEY20124research:Educators, academics, and social scientists conduct educational researchacross the globe, producing scientific evidence that can inform teachingpractice. How can such research aid teachers in using effective practices intheir classrooms? How can teachers ensure that educational research isapplicable to the diverse groups of learners in their classrooms? How doesresearch-based instruction support student learning?What is research-based instruction? The National Research Council suggests that educational research has two purposes: ..to add to fundamental understanding of Education -related phenomena and events, andto inform practical decision making (Towne, Wise, & Winters, 2004).

2 As any teacher orschool administrator knows, there are countless journals, articles, and websites thatproduce educational research, so practitioners must be savvy about selecting research toapply to their classroom. Pearson (1999) contends that educators have a professionalresponsibility to forge best practice out of the raw materials provided by our most currentand most valid readings of research. The No Child Left Behind Act of 2001 defined scientifically based research as research that employs systematic, empirical methods,involves rigorous analysis of data, relies on methods that are reliable and valid, and hasbeen peer-reviewed ((20 1411(e)(2)(C)(xi)).)

3 How can research-based instruction support learning?There have been many scientifically based studies demonstrating that the use of a widerange of researched-based strategies can support the academic achievement of students ina variety of settings. The following are examples of research that demonstrate effectiveeducational practice: Mosteller, Light, & Sachs (1996) reported that a reduction in class sizes in grades K-3had the effect of improving reading and math test scores. Natalie Zwerger,Esq., MS Ed, is a policyassociate at edCount,LLC, a small businessdedicated to helpingteachers andadministrators raiseteaching andeducational began her career as aNew York City teachingfellow, where she servedpre-kindergarten tograde two studentswithin a largeimmigrant communityin the Bronx.

4 Zwergerconducts on-siteobservations of schools,assessments, andclassrooms for multipleprojects, andcontributes her writingskills to literaturereviews, articles,newsletters, and also uses herexperience as a teacher,instructional coach, andlegal advocate to fosterstrong teacher-studentinteractions inclassrooms and holds a lawdegree Natalie Zwerger and Elizabeth GreningerPhotos by John T. Consolihow it supportsteaching and learningODYSSEY SPRING 2012 final for PDF_ODYSSEY SPRING 2004** 4/22/12 2:37 PM Page 42012 ODYSSEY5 The National Reading Panel (2000) conducteda study of more than 100,000 students andreported that those receiving interventions inphonemic awareness and phonics read moreproficiently than 70 percent of their peers in acontrol group.

5 Campbell, Ramey, Pungello, Sparling, & Miller-Johnson (2002) reported that high quality childcare and preschool for low-income childrenresulted in improved educational outcomes, suchas college attendance, later in life. The Coalition for Evidence-Based Policy (2003), incollaboration with the Department ofEducation, created a user-friendly guide anddetailed checklist to assist practitioners inevaluating whether or not a study is supported byrigorous evidence. How can teachers implementresearch-based instruction?The way in which teachers implement research-based strategies can affect student contributing to the way a strategy isimplemented include the fidelity with which theteacher duplicates the strategy, the teacher swillingness to attempt the use of a newinstructional practice, and the level ofadministrative and collegial support offered to theteacher in the application of the innovative addition to considering the technical aspects of apiece of research, practitioners must also determinehow they can best duplicate specific research-basedmethods within the context of their ownclassrooms.

6 Robert Marzano has conducted many studieswithin the field of Education , one of which involvedalmost 8,000 students being placed in experimentalgroups to receive a particular instructional strategyand over 6,000 other students placed in controlgroups not receiving the strategy. In a pre-test/post-test comparison, the students in the experimentalgroups gained 16 percentage points over thestudents who did not receive the strategy (Marzano& Haystead, 2009). In evaluating the results of thistype of study, it is important for educators to realizethat simply implementing a strategy does notnecessarily equate to improved student learningoutcomes.

7 The teacher must also use the strategy asdesigned and with fidelity. TEACHERS MUST BE WILLING TO ATTEMPT THE USEOF NEW INSTRUCTIONAL PRACTICESA nyone who has been a teacher or who knows onecan attest to the many demands on a teacher s time:planning for instruction, developing differentiatedElizabethGreninger, PhD, is asenior associate andteacher quality specialistat edCount, LLC. Shealso serves as the projectdirector for the LaurentClerc National DeafEducation Center atGallaudet University,where she leads work incurriculum andprofessionaldevelopment,compliance withassessment andaccountabilityregulations under NoChild Left Behind andthe Education of theDeaf Act and, mostrecently, a cognitiveprocess validity study onthe Clerc Center srecently adopted OhioAchievementAssessments and OhioGraduation Test.

8 Aleader in the field ofalternative certificationprograms and anexperienced educator,Greninger specializes inadapting curriculumand instructionalmethods to address awide range of needs. The authors welcomequestions and commentsabout this article ODYSSEY SPRING 2012 final for PDF_ODYSSEY SPRING 2004** 4/22/12 2:37 PM Page 5 ODYSSEY2012instruction for studentsat various levels,collaborating withcolleagues,documenting results ofassessments,communicating withparents, and generallyresponding to any and allemergencies, surprises, and dailychallenges that occur in theclassroom. Being willing to learn, apply, and reflect on newinstructional practices is time-consuming and challenging.

9 Noeffort will be successful if the teacher is not open toexperimenting and self-reflecting on his or her pedagogy. Inaddition to the commitment of the individual teacher to try newstrategies, the teacher must feel supported by the administrationand NEED SUPPORT WHEN IMPLEMENTING NEW INSTRUCTIONAL PRACTICESWhen teachers of different experience levels work together forthe betterment of their students and their school, it fosters acollegial environment that can lead to effective teaching andlearning (Kardos, Johnson, Peske, Kauffman, & Liu, 2001).Hargreaves (1991) describes some productive forms ofcollegiality, such as team teaching, collaborative planning, peercoaching, mentor relationships, professional dialogue, andcollaborative action research.

10 Stanovich and Stanovich (2003)define action research as researching one s own practice in orderto improve it. While self-reflection is extremely useful for ateacher trying out a new research-based instructional strategy,discussions with colleagues, observations of colleagues using thestrategy, and collaborative planning also serve to strengthen thelearning experience for the that build trust between themselves and staffmembers tend to encourage collaboration and teacherdevelopment that demonstrate a shared responsibility for schoolsuccess (Kardos, Johnson, Peske, Kauffman, & Liu, 2001;Youngs, 2007). Through both direct and indirect actions, suchas providing time, space, and resources for teachers to worktogether, and by being responsive to teachers changing needs,school administrators can signify to teachers that it is animportant school goal to help them develop as professionals.