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The first component of the federal CSR program focuses on the selection
of instructional strategies. For the core instructional areas--defined
by the new legislation as reading, math, and science--CSR implementers
must demonstrate that the practices involved in their CSR program
have proven results based on high-quality research. In making choices
about instructional strategies, some choose to select an external
CSR model that focuses on these core areas and has strong evidence
of effects (see Scientifically Based Research
and Using a School Reform Model for more information). Others
may design their own instructional program based on proven strategies.
The field of reading, especially for grades K-3, is supported by
a significant body of research, some of which is scientifically
based and reflects consensus statements by experts in the field.
While there is a wide body of research on the learning of mathematics,
these findings are not comprehensive, making it difficult to draw
on these findings to guide decisions about instructional practice.
Below you will find reports and databases of information on instructional
practice in reading, math, and science, including some summaries
that meet the highest federal standards for quality research.
Advance to Resources for Reading
Instruction.
Advance to Resources for Mathematics
& Science Instruction.
Resources for Reading Instruction:
The National Reading Panel
Originally convened in 1997, this panel spent two years reviewing
research-based knowledge about reading instruction, work which culminated
in The Report of the National Reading Panel: Teaching Children to
Read (2000). The report and other publications of the National Reading
Panel can be found at the Panel's web site.
http://www.nationalreadingpanel.org/
The Partnership for Reading - National Institute for Literacy
This subsection of the National Institute for Literacy web site
is dedicated to providing information about the effective teaching
of reading. This web site includes -
Teaching Every Child to Read (2002) - The Center for the Improvement
of Early Reading Achievement
This national center on research on early reading represents
educators, a consortium of five universities, teachers, publishers,
and technology professional organizations. The web site contains
resources based on the latest research, including detailed suggestions
on how to apply the research to learning.
http://www.ciera.org/library/instresrc/tecr/index.html
Teaching Reading IS Rocket Science: What Expert Teachers of
Reading Should Know and Be Able to Do (1999) - American Federation
of Teachers
This report from the American Federation of Teachers discusses the
current state of teacher preparation in reading. It reviews the
reading research and describes the knowledge base that is essential
for teacher candidates and practicing teachers to master if they
are to be successful in teaching all children to read well. Finally,
this report makes recommendations for improving the system of teacher
education and professional development.
http://www.aft.org/edissues/rocketscience.htm
Resources for Mathematics & Science Instruction:
Adding It Up: Helping Children Learn Mathematics (2001) - National
Research Council
This report of the Center for Education, Division of Behavioral
and Social Sciences and Education at the National Research Council
explores research-based recommendations on how to reform and improve
mathematics instruction.
http://books.nap.edu/openbook/0309069955/html/index.html
The ERIC Clearinghouse for Science, Mathematics, and Environmental Education (CSMEE)
This Clearinghouse web site provided resources in science, math, and environmental education for 36 years. The U.S. Department of Education required that the Clearinghouse close permanently on December 31, 2003. Currently, many of the public domain materials produced by ERIC/CSMEE are available for browsing or downloading at the new Educational REALMS Web site.
http://www.stemworks.org/
The Bulletin section of this new website lists science, math and environmental resources produced by ERIC/CSMEE.
http://www.stemworks.org/bulletins.html
The Educational REALMS Web site also provides access to Digests produced by ERIC/CSMEE. These digests contain a list of references that may be useful for finding actual scientifically based research on math instruction.
- Science Education Digests
http://www.stemworks.org/digests_science.html
- Math Education Digests
http://www.stemworks.org/digests_math.html
- Environmental Education Digests
http://www.stemworks.org/digests_enviro.html
Improving Student Achievement in Mathematics (2000) - ERIC Clearinghouse
for Science, Mathematics, and Environmental Education
Part I: Research Findings, explores research studies conducted
in mathematics education over the last 30 years, and notes 10 consistent
findings on teaching practices that are contained in much of the
research. Part II: Recommendations for the Classroom, discusses
the implications that the research has on teaching mathematics.
Both digests also contain a list of references that may be useful
for finding actual scientifically based research on math instruction.
http://www.stemworks.org/digests/dse00-09.html
(Part I)
http://www.stemworks.org/digests/dse00-10.html
(Part II)
The National Center for Improving Student Learning and Achievement
in Mathematics & Science
The Center is conducting a national research program to reform K-12
mathematics and science instruction. Their site contains descriptions
and publications of their research, as well as other resources and
links.
http://www.wcer.wisc.edu/NCISLA/
A Synthesis of Empirical Research on Teaching Mathematics to
Low-Achieving Students (2002) - Elementary School Journal
This Elementary School Journal article (Volume 103, Number
1, September 2002) by Scott Baker, Russell Gersten and Dae Sik
Lee is a meta-analysis of research on interventions to improve mathematics
achievement of low-achieving students. Using stringent criteria
for selecting studies, the authors arrived at a final sample of
15 studies from an original group of 599 reviewed. Criteria for
selection included that studies (1) be experimental or quasi-experimental,
(2) contain at least one mathematics performance or achievement
measure, and (3) provide math instruction or structured opportunities
for students to practice or apply classroom mathematics lesson objectives.
These 15 studies were then grouped into five categories and effect
sizes were examined to determine whether the interventions studied
had an effect on mathematics achievement in low-achieving populations.
The authors of the study found moderate effects in four of the five
categories; only contextualized teacher-facilitated instruction
showed no effect, though it did not have a negative effect. The
four categories that showed a moderate effect on student achievement
were:
1. Providing teachers and students with data on student performance;
2. Using peers as tutors or instruction guides;
3. Providing clear, specific feedback to parents on their children's
mathematics success; and
4. Using principles of explicit instruction in teaching math concepts
and procedures.
The 15 studies in this meta-analysis along with the findings in
the four intervention areas include some scientifically based research
on mathematics instruction. To get a copy of this study see ordering
information.
http://www.journals.uchicago.edu/ESJ/home.html
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