Tour of Texas 2017–2018

Wednesday, November 01, 2017

Creating Interactive Learning Experiences
in Texas Classrooms



The Institute f
or Learning has been involved in research projects with the following organizations:

  • Institute for Educational Sciences (IES),
  • Hewlett Foundation,
  • Spencer and MacArthur Foundations, and
  • Tennessee Department of Education
These studies cover a range of the IFLs offerings

  • Content Focused Coaching,
  • Instructional Leadership,
  • Teaching Quality,
  • Mathematics and English Language Arts Instruction   
Click here for a summary of each study and its findings. Here are a few of the key findings from across these studies:

  • The IFL’s main approach to linking research and practice at scale appeared far more locally responsive and dynamic than the implementation of a specific school reform model. The IFL’s work starts from the premise that research on how people learn should be used by district practitioners.
  • Positive and significant effects of the IFL designed math training on participants’ instructional practice and on their effectiveness at raising student test scores. These results remain consistent using methods that control for previous year scores, school-level inputs, and for the fixed characteristics of teachers.
  • The units were shown to be engaging and effective at improving both teacher practice and the quality of the student work. In all the classrooms where IFL ELA Units were implemented, students were fully engaged in the activities, whether it was discussing a reading in a small group, writing in a notebook, or participating in a whole class discussion. Teachers rarely talked to the whole class for more than a few minutes at a stretch.
  • The IFL Conceptual Lessons were shown to be engaging and effective at improving both teacher practice, student engagement and the quality of the student work.
  • Content-Focused Coaching not only proved to be effective but alsomore effective that the district’s existing coaching efforts. Teachers who received Content-Focused Coaching produced more high-quality discussions in their classrooms and their students scored better on their state assessments. Students with limited language proficiency showed larger gains that their native English speaking counterparts.

 “In schools participating in the CFC program, the quality of teachers’ reported and observed instructional practices for classroom discussions improved beyond those in comparison schools, and, on average, these schools also achieved significant learning gains for their ELL students.” 
Matsumura, L.C., Garnier, H.E., Correnti, R., Junker, B., and Bickel, D.D. (2010). Investigating the effectiveness of a comprehensive literacy-coaching program in schools with high teacher mobility. Elementary School Journal, 111(1) 35 – 62.


 

Contact Information

Payment Instructions

  • If paying via PO or check, please remit to:
    University of Pittsburgh
    Institute for Learning
    3939 O'Hara Street
    LRDC 310
    Pittsburgh, PA 15260

 

 

 

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