Professional Learning: Evidence-Based Teaching Practices

Building Roads for Students’ Success

The focus of the research project is on an examination of the constructs of student success, using a predictive modeling approach (quantitative) and from a practitioner’s perspective (qualitative). A key part of this initiative will be to identify alternative measures of success that may provide insights into students’ ongoing engagement, achievement and future educational intentions. Questions to be addressed include the following.

To what extent are individual, class, and school factors associated with successful academic outcomes for students? How do the weightings of those factors vary as a function of student background, grade level, school context, geography (e.g., inner city-urban, suburban, rural)? Do current EQAO data and high school Indicator data provide enough evidence to build a predictive model of student success? What is the fit between predictive models of student achievement and the School Effectiveness Framework (SEF)? How do teachers perceive the SEF in terms of ensuring success for all students? What is the relationship between factors that predict success and instructional practices described through implementation of the SEF?

The final report, Executive Summary, Overview, and Reflection/Discussion Sheets follow.

Final Report (Pdf)
Executive Summary (Pdf)
Overview (Pdf)
Reflection/Discussion Sheets
Hierarchical Linear Modeling (Pdf)
Student Assessment in Today’s Classrooms (Pdf)
Finding the Educational Practices & Policies that Make a Difference (Pdf)
Student- and School-Level Effects (Pdf)
Instructional Strategies (Pdf)
Monitoring Progress in Early Literacy Programs with Cirriculum Based Measurement(Pdf)
The Nature of Evidence (Pdf)
What we learned about learning skills (Pdf)
Considering Differentiation and Diversity (Pdf)
Perceptions of Assessment and Student Learning (Pdf)