RESEARCH BINGO!

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RESEARCH BINGO!
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Compared to teachers in a flexible block
schedule, teachers in a traditional, fixed-period
schedule are more likely to implement a variety
of active learning strategies.
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FALSE!Compared to teachers in a traditional,
fixed-period schedule, teachers in a flexible
block schedule are more likely to implement a
variety of active learning strategies.
The Handbook of Research in Middle Level
Education Anfara (2001)
STANDARDIZED TIME
See
TCSII - Recommendation 3
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The level of parent and community involvement in
school communication, participation, and
governance has a direct impact on student
achievement.
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TRUE!The level of parent and community
involvement in school communication,
participation, and governance has a direct impact
on student achievement.
What Works in Schools Translating Research into
Action Marzano (2003)
Community Partnership
See
TCSII - Recommendation 12
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Standardized testing provides sufficient data on
student performance to assess both student
learning of specific knowledge and skills and
instructional effectiveness of teachers.
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FALSE!Standardized testing is a summative
assessment that does not provide sufficient data
on student performance to assess both student
learning of specific knowledge and skills and
instructional effectiveness of teachers.
Summative Assessment
What Works in Schools Translating Research into
Action Marzano (2003)
See
TCSII - Recommendation 2
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The most effective school-level factors in
improving student achievement are the guarantee
of the opportunity to learn and the time to
learn for all students.
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TRUE!The most effective school-level factors in
improving student achievement are the guarantee
of the opportunity to learn and time to learn
for all students.
What Works in Schools Translating Research into
Action Marzano (2003)-pp. 15-24
Standards- Based Rigor
See
TCSII - Recommendation 1
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During the first year of transition into middle
school, students generally experience an overall
increase in academic performance, intrinsic
motivation, and school attachment.
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FALSE! During the first year of transition
into middle school, students generally experience
an overall decline in academic performance,
intrinsic motivation, and school attachment.
What Current Research Says to the Middle Level
Practitioner Irvin, ed. (2003)
Independent Transition
See
TCSII - Recommendation 6
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There is no significant difference between
low-income and minority children and their more
affluent peers in the effect of placement with
good teachers.
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FALSE!A recent study found that low-income and
minority children benefit the most from good
teachers.
How Poor and Minority Students Are Shortchanged
on Teacher Quality. The Education Trust, 2006.
Access for Excellence
See
TCSII - Recommendation 7
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Compared to elementary and high school students,
middle grade students are more likely to report
feeling bored at school, uncertain about the
value of their studies, and doubtful of their
ability to be successful.
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TRUE! Compared to elementary and high school
students, middle grade students are more likely
to report feeling bored at school, uncertain
about the value of their studies, and doubtful of
their ability to be successful.
Academic Achievement in the Middle Grades What
Does Research Tell Us? Southern Regional
Education Board (2002)
Student Relevance
See
TCSII - Recommendation 4
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Low-ability students perform worse in
low-grouped classrooms than in heterogeneous
classrooms.
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TRUE! Low-ability students perform worse in
low-grouped classrooms than in heterogeneous
classrooms.
What Current Research Says to the Middle Level
Practitioner Irvin, ed. (2003)
Access for Equity
See
TCSII - Recommendation 7
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A schools effectiveness is proportional to the
extent that the principal can exert control and
authority over the staff in all aspects of the
schools functioning.
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FALSE!A schools effectiveness is proportional
to the extent to which teachers participate in
all aspects of the schools functioning
including school policy decisions and reform
efforts.
School Leadership the Works From Research to
Results Marzano et al. (2005)
Authoritarian Leadership
See
TCSII - Recommendation 9
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Utilizing timely assessments that focus on the
delivered curriculum provides effective feedback
on student learning and improves student
achievement.
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TRUE!Utilizing timely assessments that focus on
the delivered curriculum provides effective
feedback on student learning and improves student
achievement.
What Works in Schools Translating Research into
Action Marzano (2003)
Instructional Assessment
See
TCSII - Recommendation 2
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Use of whole-class instruction accelerates
learning by allowing students to participate
extensively, develop teamwork skills, work
cooperatively, and support each others learning.
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FALSE! Use of cooperative learning accelerates
learning by allowing students to participate
extensively, develop teamwork skills, work
cooperatively, and support each others learning.
Handbook of Research on Improving Student
Achievement Cawelti (2004)
Whole-Class Instruction
See
TCSII - Recommendation 2
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Longer instructional periods provide
opportunities for initiating challenging,
integrative, and exploratory curricula and
encourage the use of varied teaching and learning
approaches.
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TRUE!Longer instructional periods provide
opportunities for initiating challenging,
integrative, and exploratory curricula and
encourage the use of varied teaching and learning
approaches.
The Handbook of Research in Middle Level
Education, Anfara (2001)
EXTENDED TIME
See
TCSII - Recommendation 3
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Collaborative decision-making increases teacher
satisfaction, commitment to reform, and trust
between teachers and administration.
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TRUE! Collaborative decision-making increases
teacher satisfaction, commitment to reform, and
trust between teachers and administration.
Collaborative Leadership
What Current Research Says to the Middle Level
Practitioner Irvin, ed. (2003)
See
TCSII - Recommendation 9
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Student achievement is maximized when teachers
determine their own curriculum based on their
content and pedagogical expertise.
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FALSE!Student achievement is not maximized when
teachers determine their own curriculum, but when
all teachers address the essential content of a
guaranteed and viable curriculum.
What Works in Schools Translating Research into
Action Marzano (2003)
Teacher- Based Rigor
See
TCSII - Recommendation 10
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Flexible scheduling improves student learning by
providing the time for integrative instruction,
hands-on experiences, constructivist activities,
higher order thinking, and reflective processes.
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TRUE!Flexible scheduling improves student
learning by providing the time for integrative
instruction, hands-on experiences, constructivist
activities, higher-order thinking, and reflective
processes.
The Handbook of Research in Middle Level
Education Anfara (2001)
FLEXIBLE TIME
See
TCSII - Recommendation 3
32
Student learning is improved when assessments
are aligned with the curriculum being taught and
the modes of instruction used.
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TRUE!Student learning is improved when
assessments are aligned with the curriculum being
taught and the modes of instruction used.
Handbook of Research on Improving Student
Achievement Cawelti (2004)
Formative Assessment
See
TCSII - Recommendation 3
34
Advisory programs benefit student social and
emotional growth, contribute to a positive school
climate, and enhance student-teacher
relationships.
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TRUE!Advisory programs benefit student social
and emotional growth, contribute to a positive
school climate, and enhance student-teacher
relationships.
Systemic Relationships
The Handbook of Research in Middle Level
Education Anfara (2001)
See
TCSII - Recommendation 5
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Differentiated instruction that emphasizes
higher-order thinking skills, hands-on learning,
and authentic activities is correlated to both
improved student attitudes and higher student
achievement.
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TRUE!Differentiated instruction that
emphasizes higher-order thinking skills, hands-on
learning, and authentic activities is correlated
to both improved student attitudes and higher
student achievement.
Academic Achievement in the Middle Grades What
Does Research Tell Us? Southern Regional
Education Board (2002)
Differentiated Instruction
See
TCSII - Recommendation 2
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Homogeneous grouping of students has a positive
effect on student performance and closing
achievement gaps.
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FALSE! Heterogeneous grouping of students has a
positive effect on student performance and
closing achievement gaps.
Academic Achievement in the Middle Grades What
Does Research Tell Us? Southern Regional
Education Board (2002)
Access for Identified Students
See
TCSII - Recommendation 7
40
Use of a variety of instructional strategies
such as cooperative learning, direct instruction,
whole-class instruction, and constructivist
activities results in higher student
achievement than using any one strategy alone.
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TRUE! Use of a variety of instructional
strategies such as cooperative learning, direct
instruction, whole-class instruction, and
constructivist activities results in higher
student achievement than using any one strategy
alone.
Handbook of Research on Improving Student
Achievement Cawelti (2004)
Varied Instruction
See
TCSII - Recommendation 2
42
The overall decline in motivation and behavior
during the transition from elementary to middle
school is linked to the changes students
experience in both academic and behavioral
expectations.
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TRUE! The overall decline in motivation and
behavior during the transition from elementary to
middle school is linked to the changes students
experience in both academic and behavioral
expectations.
What Current Research Says to the Middle Level
Practitioner Irvin, ed. (2003)
Articulated Transition
See
TCSII - Recommendation 4
44
Regardless of the population, high levels of
student engagement in the middle grades are
positively related to higher academic achievement.
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TRUE! Regardless of the population, high
levels of student engagement in the middle grades
are positively related to higher academic
achievement.
Co-Curricular Relevance
Academic Achievement in the Middle Grades What
Does Research Tell Us? Southern Regional
Education Board (2002)
See
TCSII - Recommendation 4
46
Effective staff development is job-embedded and
team based, providing for collaborative work, a
variety of activities to meet teacher learning
needs, and follow-up support over a sustained
period of time.
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TRUE! Effective staff development is
job-embedded and team based, providing for
collaborative work, a variety of activities to
meet teacher learning needs, and follow-up
support over a sustained period of time.
Handbook of Research on Improving Student
Achievement Cawelti (2004)
Professional Learning Community
See
TCSII - Recommendation 10