Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

The power of feedback.

The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.

Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

Theory in Practice: Increasing Professional Effectiveness

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.

http://www.columbia.edu/~mvp19/ETF/Feedback.pdf

The Power of Feedback

El programa Iterative BES esta a la vanguardia de una ola de actividad que esta dramaticamente
alterando el panorama de las reformas, vinculando la investigacion con las politicas y la practica. Este interes en las politicas y practicas fundamentadas en evidencias estan impulsadas por una conciencia cada vez mayor de la necesidad de una mejor comprension de los complejos problemas a los que nos enfrentamos y la necesidad de utilizar plenamente los conocimiento para desarrollar mejores soluciones. Muchas jurisdicciones y organizaciones estan emprendiendo revisiones sistematicas de la investigacion educativa con el objetivo de difundir el conocimiento ganado a los responsables de la formulacion de politicas y los profesionales. Ninguno esta tan bien establecido o sistematico como el Programa Iterativo BES del Ministerio de Educacion de Nueva Zelanda.

Teacher professional learning and development: Best evidence synthesis iteration

Hopes that the transformation of schools lies with exceptional leaders have proved both unrealistic and unsustainable. The idea of leadership as distributed across multiple people and situations has proven to be a more useful framework for understanding the realities of schools and how they might be improved. However, empirical work on how leadership is distributed within more and less successful schools is rare. This paper presents key concepts related to distributed leadership and illustrates them with an empirical study in a school‐improvement context in which varying success was evident. Grounding the theory in this practice‐context led to the identification of some risks and benefits of distributing leadership and to a challenge of some key concepts presented in earlier theorizing about leadership and its distribution.

/pdf/distributed-leadership-developing-theory-from-practice-56l3keaw80.pdf

Distributed leadership: developing theory from practice

One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on “new learning” and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that “state-of-the-art” understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.

/pdf/state-of-the-art-teacher-effectiveness-and-professional-39mgnvx3t3.pdf

State of the art – teacher effectiveness and professional learning

and Teaching in the School of Education, Communication and Language Sciences for two weeks from 25 October 2010 during which she will be involved in a series of events. In this lecture Helen will give an overview of her research into professional learning, leadership and policy. It will use understandings constructed as part of the internationally renowned best evidence synthesis, “Teacher Professional Learning and Development”, on which Helen was lead author. Discussion will be made of how these findings can be applied to a professional development situations with exemplification from over three cohorts of schools where consistently high effects have been demonstrated. Realising the Power of Professional Learning

Helen Timperley

Papers

The Power of Feedback

Teacher professional learning and development: Best evidence synthesis iteration

Distributed leadership: developing theory from practice

State of the art – teacher effectiveness and professional learning

Realizing the Power of Professional Learning