Free, downloadable publications from NWREL
New, free publications from NWREL
The research-based publications featured here were developed by the Northwest Regional Educational Laboratory to support our mission of improving educational results for children, youth, and adults. NWREL's publications are developed by professional researchers working with teachers, administrators, and other education practitioners.
These are all available online as HTML or PDF documents. Some are also available in the printed form in our products catalog.
NEW!
The three R's of school safety: Readiness, response, recovery (Northwest Education, Fall 2007)
In this issue of Northwest Education you will find programs such as Oregon’s Mid-Valley Student Threat Assessment program, and others that began as district- or county-level responses to the traumatic events of the late 1990s. We also profile countywide emergency response planning, school-based support programs, and the aftermath of a racially based incident that could well have resulted in violence, but didn’t. The perspective of students involved in that incident is one example of a positive, encouraging vein in what can be a disquieting subject to explore.
Online at:http://www.nwrel.org/nwedu/13-01/
A place at the table: Creating school, family, and community partnerships (Northwest Education, Spring-Summer 2007)
Informed by three decades of research—and given new urgency by the No Child Left Behind Act—parent and community involvement in schools is undergoing a paradigm shift. A new model of sustained partnerships and shared decision making is finding its way into the daily operation of schools and districts around the country. In this issue of Northwest Education we profile some of the diverse, dynamic partnerships that are creating this change in our region.
Online at:http://www.nwrel.org/nwedu/12-03/
Building strong districts (Northwest Education, Winter 2007)
This issue of Northwest Education offers examples of districts confronting and finding innovative ways to deal with those concerns. In South Lane (Oregon) School District, book clubs engage teachers in collaborative research on school improvement. Washington's Office of Superintendent of Public Instruction marshals resources to help districts like South Kitsap get out of improvement status. Lake Washington School District follows rigorous benchmarks, developed by a consortium of high-performing Western districts with similar demographics. Idaho's Joint School District #2 relies on a highly individualized assessment system to yield the kind of data needed for continuous student progress.
Online at:http://www.nwrel.org/nwedu/12-02/
Teaming up with literacy coaches (Northwest Education, Fall 2006)
In this issue of Northwest Education, we visit some places in our region where literacy coaches clearly are making their mark. At one Oregon high school, a coach inspires teachers to incorporate literacy lessons whether the subject is biology or geometry. In Alaska’s largest district, coaches are helping to boost elementary reading scores. And, in Idaho and Washington, intensive professional development provides robust coaching for coaches. Whether they’re working in preschools or high schools, we can only urge coaches to get their game on. In the words of Vince Lombardi, “It is time for us all to stand and cheer for the doer, the achiever, the one who recognizes the challenges and does something about it.”
Online at:http://www.nwrel.org/nwedu/12-01/
The changing face of the classroom: serving ELL students (Northwest Education, Spring 2006)
State assessments in reading and math reveal that achievement gaps between English language learners (ELL) and all students range from 21 to 57 percent in the Northwest. How to attack the gap has spawned highly charged debates over program models and legislative policies at a time when tensions are rising over a national immigration bill. There is even disagreement over how to describe children who are not fluent English speakers: ELL, LEP, ESL, or EAL (English as an additional language). Rather than focus on the contentious issues, this Northwest Education edition looks at how schools and districts are tailoring ELL instruction to match their demographics and their resources; differences among the new state language proficiency assessments; and approaches to key concerns like parental involvement.
Online at:http://www.nwrel.org/nwedu/11-03/
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AYP restructuring looms in Northwest Title 1 schools (NWREL Topical Summary)
Certainly restructuring plans must be implemented. But there are myriad associated problems, including what to incorporate in the plan and how to implement it. The role of the state in restructuring plans also runs the gamut from states that do not approve restructuring plans (California) to states that withhold funding until plans are approved by the state education agency (Michigan). Furthermore, there are controversies surrounding some of the restructuring requirements of NCLB, in part because there is not a sufficient body of evidence to ensure that any particular restructuring option will successfully raise student achievement.
Online at:http://www.nwrel.org/planning/reports/ayptitle1/
Math + professional development = a winning equation (Northwest Education, Winter 2005)
Improving math instruction and learning—and addressing equity issues raised by critics like Robert Moses—has taken on added urgency with NCLB’s high-stakes tests and requirements for highly qualified teachers. That, in turn, has led to broader recognition of the role that effective professional development plays in increasing teachers’ content knowledge and bolstering their practice. The NCLB Act acknowledges that professional development activities “are an integral part of broad schoolwide and districtwide educational improvement plans.” The act further states that such activities give teachers and school leaders the tools to help students meet challenging state academic standards. In this issue of Northwest Education, we look at different forms of mathematics professional development throughout our region. We follow Idaho middle school teachers as they revitalize geometry instruction and see how Oregon teachers are introducing algebra to the youngest students. We discover strategies for teaching mathematics in the ELL classroom. And, we describe an intensive approach to professional development in Montana, where teachers learn content and pedagogy in a year-round program.
Online at:http://www.nwrel.org/nwedu/11-02/
Teachers working together (Northwest Education, Fall 2005)
Research linking successful schools and a collaborative school environment is prompting teachers to throw open their doors and to join colleagues in examining—and changing—their practices. In this issue of Northwest Education, we describe some of the different ways that kind of collaboration is happening across our region. Whether it’s fostering one-to-one mentoring relationships, gathering in professional learning teams, engaging in lesson study, or uniting behind a districtwide push for literacy coaching, teachers are reaping the benefits of working together. We hope the new emphasis on collaboration will lead to more stories about great teachers who make a lasting difference in their students’ lives.
Online at:http://www.nwrel.org/nwedu/11-01/
![Principal leadership for accountability: optimizing the use of Title II resources [Topical summary]](http://www.nwrel.org/comm/catalog/images/ts-acc_sm.gif)
Principal leadership for accountability: optimizing the use of Title II resources [Topical summary]
affects the way public educators at all levels conduct daily business. School principals, in particular, find themselves in a relentless public spotlight as they are held accountable for student achievement. This new accountability, of course, is measured by adequate yearly progress requirements--coupled with increasingly stiff sanctions if all student subgroups do not meet established goals. How can policymakers and institutions of higher education help principals cope with this stringent new climate? In what ways can they mesh preparation programs for the prospective principal with more demanding state licensure requirements? How can professional development for the practicing principal be strengthened so that school leaders can fall back upon a web of support? This Topical Summary examines those questions in historical context, discusses policy considerations, and suggests targeted resources.
Online at:http://www.nwrel.org/planning/reports/accountability/
On the road to accountability (Northwest Education, Summer 2005)
While schools must be accountable to federal law and to parents, the reverse is also true. Federal lawmakers--as well as local governments and citizens--have a responsibility to see that public schools get the resources they need to meet the worthy objective of the law. For example, give public school teachers classroom aides who can help give that personalized attention that kids need so much to flourish. Accountability in public education shouldn't only be about scrutinizing whether others have done their part, but about stepping up to share in the responsibility. In this issue of Northwest Education, there are stories about people who step up and demonstrate every day that they can be counted on to do their part--and then some.
Online at:http://www.nwrel.org/nwedu/10-04/
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Spokane School District: intentionally building capacity that leads to increased student achievement
Spokane is relentlessly focused on teaching and learning, and on creating ways to continually build student success as measured by state and norm-referenced tests. Staff members regularly read and apply research and best practices as they train administrators and teachers to use data effectively. Significant resources are focused on aligning curriculum to state standards and creating professional development opportunities that are embedded in the work of teaching and reach directly into classrooms to affect teaching and learning. Improvement efforts are intentionally aimed at building capacity by increasing leadership skills in administrators as well as developing teacher leaders. In all of this work, the community is kept informed and involved.
Online at:http://www.nwrel.org/aera05/
What makes reform relevant for adolescents: how do students and teachers react to teen voices?
The stories at this web site explain how a set of tools have been used to promote the inclusion of student voice in school reform work. The author's experience working with these tools forms the basis for her presentation on "What Makes Reform Relevant for Kids: How do Students and Teachers React to Student Voice?" as part of an AERA symposium on Adolescent Voices in Teacher Education, April 12, 2005. These school stories, ranging from 4-6 pages each, offer perspectives of principals, teachers, and students who have worked to inculpate this student voice into their own school. The schools themselves represent diverse settings.
High School Stories from Listening to Student Voices: www.nwrel.org/aera05/lsv.pdf
School Stories:
From Student Trepidation to a Transition Plan... Muskogee High Listens to Its Incoming Students www.nwrel.org/aera05/Muskogee.pdf
From Opinion to Action... Empowering Students via Survey Analysis www.nwrel.org/aera05/NorthSalem.pdf
Student Voice In a School-Within-A-School www.nwrel.org/aera05/RiverCityStory.pdf
Rekindling Our Spirit... Data in a Day at Valley View School www.nwrel.org/aera05/ValleyView.pdf
Taking Stock of the Block: A High School Assesses Its Block Schedule www.nwrel.org/aera05/WoodbridgeStory.pdf
http://www.nwrel.org/aera05/
Turning low-performing schools into high-performing learning communities: critical lessons in school reform
The regional educational laboratory program, funded by the U.S. Department of Education’s Institute of Education Sciences, is intended to transform low-performing schools into high-performing learning communities. To meet this purpose, regional educational laboratories conduct research and development work to facilitate reform efforts aimed at improving teaching and learning. This study provides an evaluative analysis of work conducted by a regional educational laboratory to turn 15 low-performing schools into high performing learning communities. It includes a comprehensive look at professional development, school and classroom practices, student academic achievement, as well as the creation and use of procedural knowledge in school reform.
Online at:http://www.nwrel.org/aera05/
Can experimental research be conducted with culturally based education interventions: an assessment of feasibility
The present study was conducted to assess the feasibility of conducting experimental research with culturally based education (CBE) interventions. The assessment was made on the basis of a comprehensive review of the relevant literature on culturally based education and a national survey with a sample of 105 CBE programs in 21 states. The literature review shows that much of the extant research on CBE is descriptive. Only six studies use some form of randomized assignment of students to treatment and control conditions. In the national survey, a sizeable number of school administrators indicate that it is feasible to investigate the efficacy of CBE interventions using experimental or quasi-experimental designs. Results of this preliminary study clearly show that CBE is not a unitary concept. It is an eclectic collection of treatments tailored to meet the needs of particular Native student populations in a local school context. To test the efficacy of CBE interventions, the paper proposes the use of a combination of research designs.
Online at:http://www.nwrel.org/aera05/
The concerns-based dissemination matrix: a framework for planning dissemination of innovations in education
Most people would agree that the ultimate object of applied research and development in education is to achieve optimum positive impact on educational policy or practice. Over the past several decades, understanding of the processes of dissemination and knowledge utilization has evolved from simple, linear models to complex interactive ones, but what is known from research and theory about dissemination generally is not being applied in practical ways, and tools are necessary to support the actual work. The Concerns-Based Dissemination Matrix (CBDM) is offered as a conceptual framework for planning dissemination as an integrated set of interventions in educational R&D efforts. The matrix is constructed from two well-known perspectives widely cited in knowledge utilization literature: the four phases of dissemination defined by the 1977 Dissemination Analysis Group and the seven Stages of Concern that are a key element of the Concerns-Based Adoption Model developed by Hall and his associates. Using a set of informal "rules," program planners can use the CBDM to anticipate and prepare interventions for the entire array of adopter needs across the phases of dissemination, from building early awareness where no concerns exist to self-sustaining, effective implementation and renewal. Indicators are provided for evaluating progress and success across the phases and stages, and a simple model of integrated research, development, and dissemination is used to demonstrate how a plan based on the matrix can be implemented throughout the course of an RD&D effort.
Online at:http://www.nwrel.org/aera05/
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Science under the microscope (Northwest Education, Spring 2005)
Developing scientific literacy is critical today and will become increasingly so. Underscoring the importance of science education, the U.S. Department of Education is training a spotlight on the subject. Under the No Child Left Behind Act, states must develop science standards by 2005-2006. Beginning in the 2007-2008 school year, states are required to administer annual science assessments at least once in elementary, middle, and high school. These assessments must be aligned with state standards and involve multiple measures, including higher order thinking and understanding. In interviews with some of the Northwest's outstanding scientists, we're reminded of the role that teachers play in nurturing groundbreaking biologists, geologists, physicists, and chemists.
Online at:http://www.nwrel.org/nwedu/10-03/