Eileen G. Merritt

Efficacy of the Responsive Classroom Approach Results From a 3-Year, Longitudinal Randomized Controlled Trial

This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were .26 for math and .30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = .89). Results emphasize fidelity of implementation.

Environmental Education as a Model for Constructivist Teaching

Abstract Current literature related to science instruction often includes a discussion of the philosophy of constructivism. The authors describe four main components of a constructivist science lesson or unit. A review of commonly used environmental education materials was conducted to look for these components. Parallels between teaching strategies used in environmental education and constructivist methods are discussed.

Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students

ABSTRACT Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered “highly effective teachers” in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12–19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students.

The importance of structure, clarity, representation, and language in elementary mathematics instruction

ABSTRACT This article presents a study that investigated potential misconceptions presented in third grade mathematics classrooms and the association of these potential misconceptions with Mathematical Knowledge for Teaching (MKT) and standards-based teaching practices (as measured by the Mathematics Scan). A sequential explanatory mixed methods model was used to analyze the frequency of potential misconceptions presented via instances of lack in teacher clarity or misuse of representations as well as the association to MKT and M-Scan scores. A qualitative multiple case study design was then used to identify patterns in lessons where potential misconceptions were often present as opposed to lessons where no potential misconceptions were presented. The results document the prevalence of potential misconceptions related to representations and language use. These potential misconceptions were most frequently conveyed through a lack of clarity or overgeneralization. Teachers who had higher frequencies of potential misconceptions were found to relate to lower MKT and M-Scan composites. This supports professional development and policy initiatives in mathematics education of the importance of teachers’ content knowledge for mathematics teaching.

Going Outdoors A Natural Antidote for Attention Fatigue

An emerging line of research suggests that a short walk in a natural setting may be the best way to restore students’ flagging attention. To help students recover from the inevitable fatigue that accompanies the deep attention expected in schools, educators have always built some breaks into the schedule. Now, researchers are suggesting that students may benefit most when those breaks include being allowed to take walks in natural settings, play in nature, study outdoors, and often by simply being close to vegetation during the school day. Around the world, educators are experimenting with new school designs that put natural features in the foreground.

Time for teacher learning, planning critical for school reform

Teachers are dedicated, wise, and thoughtful change agents who need more time to identify problems they see in their schools or classrooms and work individually and collectively on solutions. They need both more time for individual planning and time to collaborate with colleagues who teach the same grades or the same subjects. A productive day of teaching requires substantial planning time to choose effective strategies, design lessons, prepare materials and collaborate with others. Any good teacher will tell you this, and they do, whenever they are asked. Some possible ways to provide more time for planning without breaking the school budget are by shortening the school day for students, embedding more teacher work days into the school calendar, or creatively increasing staff.