Research Base for Proficiency-Based Instructional Practices
Drawing from empirically-based studies of teaching practice as well as
practitioner-oriented prescriptions and frameworks for instructional
practice, this research base provides a foundation for the attributes of
proficiency-based teaching and learning. While not exhaustive, this
research base underscores the important proficiency attributes of Standards Based Achievement, Student Centered Teaching Practices, Student Engagement and Ownership, and Assessment Practices which Inform Instruction.
References
Biancarosa, G., Bryk, A., & Dexter, E. (2008). Assessing the value-added effects of literacy collaborative professional development on student learning. Paper presented at the Conference of the American Educational Research Association.
Boatright, B. (2008). Teachers' professional learning in the context of high school reform. Saarbrucken, Germany: VDM Dr. Muller.
Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Bransford, J. Schwartz, D (2008) It takes expertise to make expertise, Some Thoughts about Why and How and Reflections on the Themes in Chapters 15-18.
LIFE Center (Learning in Informal and Formal Environments), University of Washington.
Copland, M., Knapp, M. (2006) Connecting Leadership With Learning: A Framework for Reflection, Planning, and Action. Association for Supervision and Curriculum Development.
City, E., Elmore. R., Fiarman, S., Teitel., (2009) Instructional Rounds in Education. Harvard Education Press, Cambridge, MA.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Denton, C., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational and Psychological Consultation, 19, 150-175.
Dufour, R., EakerR. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. National Education Service, Bloomington, IN.
Gallimore, R., Ermeling, B.A., Saunders, W.M., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher Education Implications of School-based Inquiry Teams. Elementary School Journal, 109, 5, 537-553.
Gallucci, C., Van Lare, M., Yoon, I., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning American Educational Research Journal.
Hord, S. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Texas: Southwest Educational Development Laboratory.
Johnson, S. & Donaldson, M. (2007). Overcoming the Obstacles to Teacher Leadership. Educational Leadership, 65, no 1.
Little, J.W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509-536.
Little, J.W. (1982). “Norms of Collegiality and Experimentation: Workplace Conditions of School Success.” American Educational Research Journal, 19 (3), 325-340.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Mooney, M. (1990). Reading to, with, and by children. Katonah, NY: Richard C. Owen Publishers.
Neufeld, S. B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity: Promises & practicalities. Boston: Education Matters, Inc.
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge, NY: Cambridge University Press.
Saphier, J., & Gower, R. (1997). The skillful teacher: Building your teaching skills (5th ed.). Acton, MA: Research for Better Teaching.
Schmoker, M. (2001). The results fieldbook: Practical strategies from dramatically improved schools. Alexandria, VA: Association for Supervision and Curriculum
Development.
Stein, M. K., & Nelson, B. S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423–448.
Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiske, M. (Ed.). (1998). Teaching for understanding: Linking research with practice. San Francisco: Jossey-Bass.
Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners. Portsmouth, NH: Heinemann.
References
Biancarosa, G., Bryk, A., & Dexter, E. (2008). Assessing the value-added effects of literacy collaborative professional development on student learning. Paper presented at the Conference of the American Educational Research Association.
Boatright, B. (2008). Teachers' professional learning in the context of high school reform. Saarbrucken, Germany: VDM Dr. Muller.
Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Bransford, J. Schwartz, D (2008) It takes expertise to make expertise, Some Thoughts about Why and How and Reflections on the Themes in Chapters 15-18.
LIFE Center (Learning in Informal and Formal Environments), University of Washington.
Copland, M., Knapp, M. (2006) Connecting Leadership With Learning: A Framework for Reflection, Planning, and Action. Association for Supervision and Curriculum Development.
City, E., Elmore. R., Fiarman, S., Teitel., (2009) Instructional Rounds in Education. Harvard Education Press, Cambridge, MA.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Denton, C., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational and Psychological Consultation, 19, 150-175.
Dufour, R., EakerR. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. National Education Service, Bloomington, IN.
Gallimore, R., Ermeling, B.A., Saunders, W.M., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher Education Implications of School-based Inquiry Teams. Elementary School Journal, 109, 5, 537-553.
Gallucci, C., Van Lare, M., Yoon, I., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning American Educational Research Journal.
Hord, S. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Texas: Southwest Educational Development Laboratory.
Johnson, S. & Donaldson, M. (2007). Overcoming the Obstacles to Teacher Leadership. Educational Leadership, 65, no 1.
Little, J.W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509-536.
Little, J.W. (1982). “Norms of Collegiality and Experimentation: Workplace Conditions of School Success.” American Educational Research Journal, 19 (3), 325-340.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Mooney, M. (1990). Reading to, with, and by children. Katonah, NY: Richard C. Owen Publishers.
Neufeld, S. B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity: Promises & practicalities. Boston: Education Matters, Inc.
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge, NY: Cambridge University Press.
Saphier, J., & Gower, R. (1997). The skillful teacher: Building your teaching skills (5th ed.). Acton, MA: Research for Better Teaching.
Schmoker, M. (2001). The results fieldbook: Practical strategies from dramatically improved schools. Alexandria, VA: Association for Supervision and Curriculum
Development.
Stein, M. K., & Nelson, B. S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423–448.
Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiske, M. (Ed.). (1998). Teaching for understanding: Linking research with practice. San Francisco: Jossey-Bass.
Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners. Portsmouth, NH: Heinemann.
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