Lesson Study is a structured, collaborative professional development intervention with evidence showing that it improves mathematics instruction among K-12 teachers. Lesson Study provides a framework for instructors to actively investigate how to improve learning in their classrooms. Resources from
The Community College Research Center and Education Northwest are collaborating to adapt a pilot project at three community colleges in Oregon to test the usefulness of the lesson study professional development model in higher education.
This classic research synthesis by Researcher Kathleen Cotton cites classroom, school, and district practices that research has shown to foster positive student achievement, attitudes and social behavior.
Placing students into small groups can be a powerful approach to stimulate learning. This resource serves educators looking to improve classroom instruction through small-group student learning.
This resource examines the issue of trust within the context of school improvement, looking specifically at teacher-teacher and teacher-principal relationships.
What does a high-performing education network look like, and what steps can emerging networks take to get there?
When forming a professional learning network, how do you ensure your efforts are meaningful and sustainable? This resource will help you start your network with a clear purpose and solid direction.
Our librarians compiled this list of readily available, recent studies and articles that leaders can draw from when forming new collaboratives or enhancing existing ones.
Findings from two large community college systems show that completing developmental education courses in reading and writing leads to an increase in earnings, suggesting that developmental education English credits may improve individuals’ employability. However, the study also shows that
Creating and enforcing a clear and equitable discipline policy plays an important role in ensuring that all students are afforded the opportunity to reach their full potential. For more than three decades, however, research has documented a gap between how discipline is assigned to students of
Whether driven by inherent challenges affecting student performance or simply an aspiration to excel, schools want to do better. The challenge is finding a way to get there.
Our always-on digital world presents “both the greatest challenge and the greatest opportunity to reframe what learning can and should look like today,” according to the authors of this Lessons Learned brief on e-learning. Based on best practices and experience from the field, the article offers
Many researchers and research funders want their work to be influential in educational policy and practice, but there is little systematic understanding of how policymakers and practitioners use research evidence, much less how they acquire or interpret it. By understanding what does shape
This September 2008 issue of the NASSP Principal's Research Review discusses how and why schools that build a coherent instructional program through common frameworks for curriculum, instruction, assessment, and learning climate achieve measurable improvements in student achievement. It also
When collaboration is embedded in teachers’ work and supported by leadership, meaningful professional learning and improved teaching follow. School redesign demands that practitioners make fundamental shifts in their beliefs about reaching all students. This Principal Leadership article, written by
Small learning community and small school reform efforts have begun to falter in light of evaluations showing stalled implementation and limited impacts. However, this Lessons Learned brief gives reasons why these reforms are useful when coupled with further instructional improvements. These
The process of selecting a school turnaround provider can seem overwhelming, with so many choices and so little time and information. External and internal pressure to make the selection as quickly as possible can lead to hurried decisions with long-term, costly consequences for both districts
In the Northwest region, 39 percent of schools are rural, compared to 31 percent nationally. While rural schools face many of the same challenges as those in urban settings, they also have unique characteristics that should be taken into consideration when carrying out school improvement efforts.
Data-driven decision making has become a national education priority. But do educators have the capacity to understand the data and use them appropriately to make instructional improvements? What can schools and colleges of education do to better prepare future teachers and administrators to use
“How Small Schools Grew Up and Got Serious (But Didn’t Lose Their Spunk)” is in the December 2010/January 2011 issue of Kappan Magazine. Written by Education Northwest’s high school redesign experts Diana Oxley and Katie Whitney Luers, the article draws on the duo’s field experience from the past