This chart lists high-yield instructional strategies, what the research says about them, and how to implement them in classrooms. The information has been adapted from Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement by Robert Marzano.
The overarching goals of this four-year National Science Foundation–funded Discovery Research K–12 project include the following: 1) Implement a high-quality situated PD model for K–6 teachers in science; 2) conduct a comprehensive and rigorous program of research to study the impacts of this model on teacher and student learning; and 3) disseminate project outcomes to a variety of stakeholders to produce broader impacts.
Understanding Entry-Level Courses in American Institutions of Higher Education outlines a study conducted by EPIC that empirically identifies the characteristics of work at the college- and career-readiness level in English/language arts, science, and social sciences courses.
Earlier this month, the Education Trust published a new report, Meandering Toward Graduation: Transcript Outcomes of High School Graduates (available at https://edtrust.org/resource/meandering-toward-graduation/ or below). Wow, I love that descriptive verb meandering! But it certainly causes me to pause and seriously consider the implications of meandering in the lives and futures of our students. What interested…
In April 2016, The Education Trust published Meandering Toward Graduation: Transcript Outcomes of High School Graduates. The report showcases the results of their analysis of high school transcripts to discover what students’ course-taking behavior reveals about their readiness—or lack thereof—for postsecondary education and careers.
Analyzing Strengths, Weaknesses, Opportunities, and Threats in Central Valley, California “A professional teacher is one who learns from teaching rather than one who has finished learning how to teach.” This was a sign on the wall of a Merced Union High School District (MUHSD) conference room. I and my colleagues were there earlier this month…
Bridging the Gap is a companion document to a series of three regional workshops, hosted by the Illinois Community College Board (ICCB), the Illinois Board of Higher Education (IBHE), and the Illinois State Board of Education (ISBE) and facilitated by the Educational Policy Improvement Center (EPIC).
Written by EPIC Founder Dr. David Conley for the Council of Chief State School Officers (CCSSO) in June 2014.
This white paper considers course-taking behavior—specifically the a–g subject requirements for the University of California (UC) and the California State University (CSU) systems, career technical education (CTE) course pathways, and an integrated course pathway—as potential measures to be included in California’s college and career indicator.
This March 2013 primer from the American Institutes for Research (AIR) covers the transition from vocational education to career and technical education, “an educational strategy for providing young people with the academic, technical, and employability skills and knowledge to pursue postsecondary training or higher education and enter a career field prepared for ongoing learning.”