Teachers: Teachers: Working With Students Working With Students Who Are Homeless, Highly Who Are Homeless, Highly Mobile, or Placed At- Mobile, or Placed At- risk risk NAEHCY Annual Conference NAEHCY Annual Conference October 28, 2012 October 28, 2012 Patricia A. Popp, Ph.D. Patricia A. Popp, Ph.D. The College of William and Mary The College of William and Mary Xianxuan Xu, Ph.D. Xianxuan Xu, Ph.D. The College of William and Mary The College of William and Mary
NAEHCY Annual Conference October 28, 2012 Patricia A. Popp, Ph.D. The College of William and Mary
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Qualities of Effective Teachers: Working With Students Who Are Homeless, Highly Mobile, or Placed At-risk. NAEHCY Annual Conference October 28, 2012 Patricia A. Popp, Ph.D. The College of William and Mary Xianxuan Xu, Ph.D. The College of William and Mary. Question: - PowerPoint PPT Presentation
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Qualities of Effective Teachers:Qualities of Effective Teachers:Working With Students Who Are Working With Students Who Are
Homeless, Highly Mobile, or Homeless, Highly Mobile, or Placed At-riskPlaced At-risk
NAEHCY Annual ConferenceNAEHCY Annual ConferenceOctober 28, 2012October 28, 2012
Patricia A. Popp, Ph.D.Patricia A. Popp, Ph.D.The College of William and MaryThe College of William and Mary
Xianxuan Xu, Ph.D.Xianxuan Xu, Ph.D.The College of William and MaryThe College of William and Mary
Question:Where was the
American Declaration of Independence
signed?
Question:Name one of the
early Romans’ greatest
achievements.
Question:Name six
animals that live specifically in the Arctic.
What is the significanceof this study?
Moving from Access to Academics
Addressing the Achievement Gap
Addressing Unique Instructional Challenges
Focusing on Importance of Teachers
Goals of Session
Focusing on importance of Teachers
Especially:•Classroom management •Assessment
What factor had the largest effect on What factor had the largest effect on student achievement?student achievement?
Mixed Ability Mixed Ability Grouping?Grouping?
Class Size?Class Size?
Prior Prior Achievement?Achievement?
The Teacher?The Teacher?
Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
What factor had the largest effect on What factor had the largest effect on student achievement?student achievement?
Mixed Ability Mixed Ability Grouping?Grouping? 44
Class Size?Class Size? 33
Prior Prior Achievement?Achievement? 22
The Teacher?The Teacher? 11
Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
Annual Student Achievement GainsAnnual Student Achievement Gains
Sources: 1) Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company. Retrieved November 7, 2008, from http://www.mckinsey.com/locations/ukireland/publications/pdf/Education_report.pdf.
2) Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation
What impact does a What impact does a teacher have on teacher have on student learning?student learning?
One-year Impact One-year Impact ofof
Effective vs. Less Effective vs. Less Effective Effective TeachersTeachers
Source: Stronge, Ward, & Grant, accepted Journal of Teacher Education
240 250 260 270 280
Actual Reading
240
250
260
270
280
55thth Grade Reading: Grade Reading: Predicted vs. ActualPredicted vs. Actual
Teacher Effectiveness Indices: Reading
20.00 30.00 40.00 50.00 60.00 70.00
Reading TAI
0
10
20
30
Reading One-Year Impact: Effective vs. Ineffective Teachers
Note: Data presented in percentile scores
Math One-Year Impact:Math One-Year Impact:Effective vs. Ineffective TeachersEffective vs. Ineffective Teachers
0%
10%
20%
30%
40%
50%
60%
70%
80%
Beginning of Year End of Year
TopQuartileTeachersBottomQuartileTeachers
Teacher Effectiveness Variables
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
Top Bottom
Differentiation
Focus
Clarity
Complexity
Expectations
Technology
Assessment
Verbal Feedback
Management
Organization
Caring
Fairness
Relationships
Responsibility
Enthusiasm
Student Off-task Student Off-task BehaviorBehavior
11Stronge, Ward, Tucker, & Hindman, 2008
2 2 Stronge, Ward, & Grant, accepted for JTE
Less Effective Less Effective Teacher Teacher
(bottom quartile)(bottom quartile)
EffectiveEffective
TeacherTeacher(top quartile)(top quartile)
Study 1Study 111
12 minutes12 minutes 2 hours2 hours
Study 2Study 222
20 minutes20 minutes 1 hour1 hour
Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher.
Residual Effect
Source: Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
Sequence of Effective TeachersSequence of Effective Teachers
Low
High + 52-54Percentile
Points
Low Low
High High
Source: Sanders & Rivers, 1996
Time in School Year Needed to Time in School Year Needed to Achieve the Same Amount of Achieve the Same Amount of
LearningLearning
0 1/ 4 1/ 2 3/ 4 1
25th PercentileTeacher
75th PercentileTeacher
Years Needed
Source: Leigh, A. (n.d.). Estimating teacher effectiveness from two-year changes in students’ test scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.
Influences on Student Achievement:Explained Variance
Source: Hattie, J. Teachers make a difference: What is the research evidence. Retrieved November, 20, 2008 from http://acer.edu.au/documents
What is an What is an effective teacher?effective teacher?
Qualities of Effective TeachersEFFECTIVE TEACHERS
Prerequisites
Organizing for Instruction
Classroom Management &
Instruction
Implementing Instruction
Monitoring Student
Progress & Potential
The Person
Job Responsibilities and Practices
Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Background
Research Study
Essential Questions:
1. What do award-winning teachers of at-risk and/or highly mobile students do that makes them effective?
2. How do teachers in China and the United States compare?
Education in China (a little context)
Defining “At-risk”
Internal v. external factors
PovertyMobility“Border Children”“Minority”
OBSERVATION RESULTSOBSERVATION RESULTS
Classroom Observations
Observation Elements:• Instructional Activities• Level of Student Engagement• Cognitive Levels of Tasks• Learning Director
Observations in 5-minute intervals Questioning protocol
Instructional Activities Per Observation
Student Engagement Per Observation
1 = low engagement 2 = moderate engagement 3 = high engagement
Cognitive Level of Instructional Activities Per
Observation
1 = not evident 2 = evident 3 = highly evident
National Context of Teacher Effectiveness National Context of Teacher Effectiveness ResearchResearch
U.S. U.S. • Federal: No Child Left Behind (NCLB)Federal: No Child Left Behind (NCLB)• State: 50 systems of educationState: 50 systems of education• Focus on standards and individualityFocus on standards and individuality
ChinaChina• Nationwide curriculum reform since 2001 Nationwide curriculum reform since 2001 • Shift from memorization, drill, and Shift from memorization, drill, and
prescribed textbooks to practices that prescribed textbooks to practices that foster individuality, self-expression, foster individuality, self-expression, inquiry, creativity, and creative thinking inquiry, creativity, and creative thinking skillsskills
Method
Case Studies of six award-winning teachers in the US• 2-hour observation of teaching• Interview of beliefs about teaching and
teaching practices
Case studies of six award-winning teachers in China (same process) included here anecdotally
QuestioningQuestioningPercentage of Questions by Cognitive Demand for Percentage of Questions by Cognitive Demand for
Teacher-Generated and Teacher-Generated and
Student-Generated QuestionsStudent-Generated Questions
Teacher Teacher GeneratedGenerated
N=203N=203
Student Student GeneratedGenerated
N=50N=50
Low Cognitive Low Cognitive DemandDemand
38%38% 26%26%
Intermediate Intermediate Cognitive Cognitive DemandDemand
35%35% 56%56%
High Cognitive High Cognitive DemandDemand
27%27% 18%18%
U.S. Teachers
Only
QuestioningQuestioningPercentage of Questions by Cognitive Demand for Percentage of Questions by Cognitive Demand for
Teacher-Generated and Teacher-Generated and
Student-Generated QuestionsStudent-Generated Questions
Teacher Teacher GeneratedGenerated
N=203N=203
Student Student GeneratedGenerated
N=50N=50
Low Cognitive Low Cognitive DemandDemand
38%38% 26%26%
Intermediate Intermediate Cognitive Cognitive DemandDemand
35%35% 56%56%
High Cognitive High Cognitive DemandDemand
27%27% 18%18%
Grant, Stronge, & Popp (2008)
U.S. Teachers
Only
QuestioningQuestioningPercentage of Questions by Cognitive Demand for Percentage of Questions by Cognitive Demand for
Teacher-Generated and Teacher-Generated and
Student-Generated QuestionsStudent-Generated Questions
Teacher Teacher GeneratedGenerated
N=203N=203
Student Student GeneratedGenerated
N=50N=50
Low Cognitive Low Cognitive DemandDemand
38%38% 26%26%
Intermediate Intermediate Cognitive Cognitive DemandDemand
35%35% 56%56%
High Cognitive High Cognitive DemandDemand
27%27% 18%18%
Grant, Stronge, & Popp (2008)
U.S. Teachers
Only
INTERVIEW RESULTSINTERVIEW RESULTSUnited States TeachersUnited States Teachers
Qualities of Effective TeachersEFFECTIVE TEACHERS
Prerequisites
Organizing for Instruction
Classroom Management &
Instruction
Implementing Instruction
Monitoring Student
Progress & Potential
The Person
Job Responsibilities and Practices
Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Background
Meeting At-Risk/Highly Mobile Student Needs
Affective Needs
Academic Needs
Technical Needs
Affective Needs
What does it mean?• Helping students develop a sense of belonging• Developing intrinsic motivation• Attending to emotional needs
What does it sound like?
I work hard to reduce stress in the classroom – to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator.
-- Jeana
Academic Needs
What does it mean?• Focusing on the academic achievement• Working toward academic progress
What does it sound like? I think [my relationship with students] it’s a big role because I take ownership into their learning process and involvement and there should be no question on their part that I’m a player and that they don’t stand alone. And I think that makes a big difference.
-- Janice
Technical Needs What does it mean?
• Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agencies
• Considering relationship with parents in working with students
What does it sound like? It’s not that the parents don’t care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes.
-- Tanya
Interview Results: Proportion of Comments related to
Qualities of Effective Teachers
Interview Results: Proportion of Comments related to
Needs of Students
Interview Results: Proportion of Comments Related to Category
Affective Needs
.30
Academic Needs
.49
Technical Needs
.17
Other.05
Teacher Background(.04)
.004 .02 .002 .02
Teacher as a Person(.28)
.13 .06 .06 .03
Classroom Management(.15)
.07 .06 .02 0
Planning (.13) .01 .08 .04 0
Instructional Delivery(.21)
.04 .17 .003 0
Monitoring Students(.16)
.05 .09 .02 0
Other (.03) 0 .01 .02 0
Overall Themes
Affective and academic needs intertwined
High expectations for all students
Assessment integral to instruction
Application
1. Join a group2. Read the recommended practices3. Identify how you could
incorporate the suggestion4. Be ready to report out 1-2 ideas
Reporting Out
In advance
When the student arrives
While the student is enrolled
When the student leaves
Metaphors for Teaching Metaphors for Teaching Teacher VoicesTeacher Voices
Teaching students who are at-Teaching students who are at-risk/highly-mobile is like … risk/highly-mobile is like …
…fostering (planting) a piece of seed. You must have a correct values like nutrition, correct view of knowledge like sunshine, correct methods like the farmers’ work.
-- Mei (China)
… a Roller Coaster RideThere are incredible highs and incredible lows, but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster, it’s the thrill of a lifetime.
-- Tanya
“… nothing, absolutely nothing has happened
in education until it has happened to a student”
Joe Carroll, 1994
Thanks for your attention!
Xianxuan XuXianxuan XuThe College of William The College of William & Mary& [email protected]
James H. StrongeJames H. StrongeThe College of William The College of William & Mary& [email protected]: Website: jhstro.people.wm.edu jhstro.people.wm.edu
Leslie W. GrantLeslie W. GrantOld Dominion Old Dominion University University 757.683.3315
Patricia PoppPatricia PoppThe College of The College of William and MaryWilliam and [email protected]
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