RESEARCH

BINGO!

Compared to teachers in a flexible block schedule, teachers

in a traditional, fixed-period schedule are more likely to

implement a variety of active learning strategies.

30292827262524232221201918171615141312111009080706050403020100

FALSE!Compared to teachers in a traditional,

fixed-period schedule, teachers in a flexible block schedule are more likely to implement a variety of active learning

strategies.

The Handbook of Research in Middle Level EducationAnfara (2001)

The level of parent and community involvement in school communication, participation, and governance has a direct impact on

student achievement.

30292827262524232221201918171615141312111009080706050403020100

TRUE!The level of parent and community

involvement in school communication, participation, and governance has a

direct impact on student achievement.What Works in Schools: Translating Research into ActionMarzano (2003)

Standardized testing provides sufficient data on student

performance to assess both student learning of specific knowledge and

skills and instructional effectiveness of teachers.

30292827262524232221201918171615141312111009080706050403020100

FALSE!Standardized testing is a summative

assessment that does not provide sufficient data on student performance to assess

both student learning of specific knowledge and skills and instructional

effectiveness of teachers.

What Works in Schools: Translating Research into ActionMarzano (2003)

The most effective school-level factors in improving student achievement are the guarantee of the “opportunity to learn” and the “time to learn” for all

students.

30292827262524232221201918171615141312111009080706050403020100

TRUE!The most effective school-level factors in improving student achievement are the guarantee of the “opportunity to learn”

and “time to learn” for all students.

What Works in Schools: Translating Research into ActionMarzano (2003)-pp. 15-24

During the first year of transition into middle school, students

generally experience an overall increase in academic performance,

intrinsic motivation, and school attachment.

30292827262524232221201918171615141312111009080706050403020100

FALSE! During the first year of transition into

middle school, students generally experience an overall decline in academic

performance, intrinsic motivation, and school attachment.

What Current Research Says to the Middle Level PractitionerIrvin, ed. (2003)

There is no significant difference between low-income and minority children and their

more affluent peers in the effect of placement with good

teachers.

30292827262524232221201918171615141312111009080706050403020100

FALSE!A recent study found that low-income and minority children benefit the most from

good teachers.

How Poor and Minority Students Are Shortchanged on Teacher Quality. The Education Trust, 2006.

Compared to elementary and high school students, middle grade

students are more likely to report feeling bored at school, uncertain about the value of their studies,

and doubtful of their ability to be successful.

30292827262524232221201918171615141312111009080706050403020100

TRUE! Compared to elementary and high school students, middle grade students are more

likely to report feeling bored at school, uncertain about the value of their studies,

and doubtful of their ability to be successful.

Academic Achievement in the Middle Grades: What Does Research Tell Us?Southern Regional Education Board (2002)

Low-ability students perform worse in

low-grouped classrooms than in heterogeneous classrooms.

30292827262524232221201918171615141312111009080706050403020100

TRUE! Low-ability students perform worse in

low-grouped classrooms than in heterogeneous classrooms.

What Current Research Says to the Middle Level PractitionerIrvin, ed. (2003)

A school’s effectiveness is proportional to the extent that the principal can exert

control and authority over the staff in all aspects of the school’s functioning.

30292827262524232221201918171615141312111009080706050403020100

FALSE!A school’s effectiveness is proportional to the extent to which teachers participate in

all aspects of the school’s functioning – including school policy decisions and

reform efforts.

School Leadership the Works: From Research to ResultsMarzano et al. (2005)

Utilizing timely assessments that focus on the delivered curriculum

provides effective feedback on student learning and improves

student achievement.

30292827262524232221201918171615141312111009080706050403020100

TRUE!Utilizing timely assessments that focus on

the delivered curriculum provides effective feedback on student learning and improves

student achievement.What Works in Schools: Translating Research into ActionMarzano (2003)

Use of whole-class instruction accelerates learning by allowing

students to participate extensively, develop teamwork skills,

work cooperatively, and support each other’s learning.

30292827262524232221201918171615141312111009080706050403020100

FALSE! Use of cooperative learning accelerates

learning by allowing students to participate extensively, develop teamwork skills,

work cooperatively, and support each other’s learning.

Handbook of Research on Improving Student AchievementCawelti (2004)

Longer instructional periods provide opportunities for initiating

challenging, integrative, and exploratory curricula and

encourage the use of varied teaching and learning approaches.

30292827262524232221201918171615141312111009080706050403020100

TRUE!Longer instructional periods provide

opportunities for initiating challenging, integrative, and exploratory curricula

and encourage the use of varied teaching and learning approaches.

The Handbook of Research in Middle Level Education, Anfara (2001)

Collaborative decision-making increases teacher satisfaction,

commitment to reform, and trust between teachers and administration.

30292827262524232221201918171615141312111009080706050403020100

TRUE! Collaborative decision-making increases

teacher satisfaction, commitment to reform, and trust between teachers and

administration.

What Current Research Says to the Middle Level PractitionerIrvin, ed. (2003)

Student achievement is maximized when teachers determine their own

curriculum based on their content and pedagogical expertise.

30292827262524232221201918171615141312111009080706050403020100

FALSE!Student achievement is not maximized

when teachers determine their own curriculum, but when all teachers address the essential content of a guaranteed and

viable curriculum.What Works in Schools: Translating Research into ActionMarzano (2003)

Flexible scheduling improves student learning by providing the time for integrative instruction,

hands-on experiences, constructivist activities, higher order thinking, and reflective

processes.

30292827262524232221201918171615141312111009080706050403020100

TRUE!Flexible scheduling improves student

learning by providing the time for integrative instruction, hands-on

experiences, constructivist activities, higher-order thinking, and reflective processes.

The Handbook of Research in Middle Level EducationAnfara (2001)

Student learning is improved when assessments are aligned with the curriculum being taught and

the modes of instruction used.

30292827262524232221201918171615141312111009080706050403020100

TRUE!Student learning is improved when

assessments are aligned with the curriculum being taught and the modes of

instruction used.

Handbook of Research on Improving Student AchievementCawelti (2004)

Advisory programs benefit student social and emotional

growth, contribute to a positive school climate, and enhance

student-teacher relationships.

30292827262524232221201918171615141312111009080706050403020100

TRUE!Advisory programs benefit student

social and emotional growth, contribute to a positive school climate, and enhance

student-teacher relationships.

The Handbook of Research in Middle Level EducationAnfara (2001)

Differentiated instruction that emphasizes higher-order thinking

skills, hands-on learning, and authentic activities is correlated to both improved student attitudes and higher student achievement.

30292827262524232221201918171615141312111009080706050403020100

TRUE!Differentiated instruction that emphasizes higher-

order thinking skills, hands-on learning, and authentic activities is correlated to both improved student attitudes and higher student achievement.

Academic Achievement in the Middle Grades: What Does Research Tell Us?Southern Regional Education Board (2002)

Homogeneous grouping of students has a positive effect on

student performance and closing achievement gaps.

30292827262524232221201918171615141312111009080706050403020100

FALSE! Heterogeneous grouping of students has a

positive effect on student performance and closing achievement gaps.

Academic Achievement in the Middle Grades: What Does Research Tell Us?Southern Regional Education Board (2002)

Use of a variety of instructional strategies – such as cooperative

learning, direct instruction, whole-class instruction, and constructivist activities – results in higher student

achievement than using any one strategy alone.

30292827262524232221201918171615141312111009080706050403020100

TRUE! Use of a variety of instructional strategies –

such as cooperative learning, direct instruction, whole-class instruction, and

constructivist activities – results in higher student achievement than using any one

strategy alone.

Handbook of Research on Improving Student AchievementCawelti (2004)

The overall decline in motivation and behavior during the transition from elementary to middle school is

linked to the changes students experience in both academic and

behavioral expectations.

30292827262524232221201918171615141312111009080706050403020100

TRUE! The overall decline in motivation and

behavior during the transition from elementary to middle school is linked to the changes students experience in both academic and behavioral expectations.

What Current Research Says to the Middle Level PractitionerIrvin, ed. (2003)

Regardless of the population, high levels of student

engagement in the middle grades are positively related to higher academic achievement.

30292827262524232221201918171615141312111009080706050403020100

TRUE! Regardless of the population, high levels of

student engagement in the middle grades are positively related to higher academic

achievement.

Academic Achievement in the Middle Grades: What Does Research Tell Us?Southern Regional Education Board (2002)

Effective staff development is job-embedded and team based,

providing for collaborative work, a variety of activities to meet teacher

learning needs, and follow-up support over a sustained period of

time.

30292827262524232221201918171615141312111009080706050403020100

TRUE! Effective staff development is job-

embedded and team based, providing for collaborative work, a variety of activities to meet teacher learning needs, and follow-up

support over a sustained period of time.

Handbook of Research on Improving Student AchievementCawelti (2004)