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Going Broader and Deeper in Understanding How to Close the Achievement Gap(s). A. Wade Boykin, Ph.D. Professor of Psychology Executive Director Capstone Institute at Howard university. The Achievement Gap is Multi-faceted. Minority Group vs. Majority Group American Students vs. “The World” - PowerPoint PPT Presentation
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Going Broader and Deeper in Understanding How to Close the
Achievement Gap(s)A. Wade Boykin, Ph.D.
Professor of PsychologyExecutive Director
Capstone Institute at Howard university
Copyright © 2010. All rights reserved.
The Achievement Gap is Multi-faceted
• Minority Group vs. Majority Group
• American Students vs. “The World”
• 20th Century Preparation vs. 21st Century Preparation
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PERF
PRE POST
C
White
Black
GAP CLOSING OPTIONS
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Evidence-Based Practices
• Did we get these results because of what we did?
• Can we repeat this and get the same results again?
• Can we or others get the same results elsewhere in similar settings?
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Transactional Along with
Technocratic Solutions
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3D Gap Closing
Outcomes
EngagementGuiding
Functions(Adaptive Learning
Orientations)
Asset Focused
Strategies
Professional
Development
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Guiding Functions (Impact Engagement & 3D Outcomes)
• Self-Efficacy(Confidence that one can do what it takes to
accomplish the desired outcome)
• Self-Regulated Learning(Planning, monitoring & assessing ones own
learning)
• Belief Change(From Smartness as Fixed to Smartness as
Incremental)
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Borman & Overman (2004)
Resilient Students are higher thannon-Resilient students in terms of:
• More positive attitudes toward school• Engagement (Teacher Rating)• Efficacy
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Asset-Based Strategy Types that Impact Guiding Functions, Engagement, and
Achievement
• Information Processing Quality• Classroom Interpersonal Relationship
Quality• Enabling Learning Goals• Classroom Collaboration• Meaningful Learning (Individual, Social)• Cultural Resources
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Information Processing Quality
• Automaticity (Williams et al 2005)
• Schema Based Instruction (Jitendra et al 2007)
• Direct Teaching of Critical
Thinking Skills
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Arithmetic Word Problem Structures
• Change-Andy had five marbles. Then he gave three marbles to Nick. How many marbles does Andy have now?
• Combine-Andy has two marbles. Nick has three marbles. How many marbles do they have altogether?
• Compare-Nick has five marbles. Andy has two marbles. How many more marbles does Nick have than Andy?
• Equalize-Nick has five marbles. Andy has two marbles. How many marbles does Andy have to buy to have as many marbles as Nick?
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Text Structure of Information Text
• Sequence Pattern• Descriptive Pattern• Comparison-Contrast Pattern• Cause-Effect Pattern• Problem-Solution Pattern
04/20/23 12
Somebody Wanted But SoOverview of the “Somebody Wanted But So” StrategyStudent identification of plot elements, such as conflicts and resolutions, can be facilitated by the use of the “Somebody Wanted But So” (SWBS) reading strategy. With SWBS, students complete a chart by creating a SWBS statement that identifies a character, the character’s goal/motivation, a conflict that impedes the character, and the resolution of conflict. The chart has four column headings:
Somebody(character)
Wanted(goal/motivation)
But(conflict)
So(resolution)
While the SWBS reading strategy lends itself to after reading, it can be used during the reading of specific chapters or section of the text and with the main plot as well as subplots.
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TSRQ Elements
• Caring (Genuine)• Empathy• Affective Support• Instructional Support• Encouraging the Best• Holding Optimistic view of student(s)• Non-Patronizing(Safit & Pianta 2001; Hughes & Kwok 2007; Hamre & Pianta 2005;
Tennenbaum & Ruck, 2007)
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High Emotional Support Can Lead to Gap Closing Outcomes
• High emotional support includes factors such as (1) Teacher sensitivity to child’s needs e.g. mood, interests etc. (2) Teacher reluctance to impose her/his agenda unilaterally onto the child (3) Teacher creation of a positive affective climate (4) Teacher deployment of classroom management marked by clear yet flexible expectations and behavioral guidelines.
(Hamre and Pianta, 2005)
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When You Work Really Hard In School, Which of the Following Reasons Are Most
Important To You
Percentages
Blk Wht Hisp Asn
My Teachers Encourage Me 47% 31% 41% 31%To Work Hard
The Teacher 15% 29% 19% 20% Demands It Ferguson (2003)
TSRQ
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Information Processing Plus TSRQ Crosnoe et al (2010)
• In classrooms that promoted inference-based learning techniques, low math achieving students improved their math achievement outcomes more steeply from the third to the fifth grade than was the case for average and high achieving students. This gap closing result however occurred only when these classrooms also fostered TSRQ, and did not occur in classrooms that primarily manifested “basic skills” instruction.
04/20/23 17
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Kaplan & Maehr (1999)
Goals Goals
Emotional Tone -.35
Peer Relationships -.31
Perceived Academic Efficacy .49
Disruptive Behavior -.41
Significant Regression Coefficients
Mastery Performance
Enabling Learning Goals
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Collaboration and collaborative learning
Student accountability, ownership and
responsibility
Student voice and choice
Inclusiveness
Classroom Collaboration
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Collaborative Activities
• Numbered Heads TogetherStudents with mixed abilities are place in groups of four and randomly assigned numbers. While in groups students are given problems or questions to solve or answer. They are given time to “put their heads together” to reach a correct response. By randomly calling out numbers each group member is prompted to insure that all members are knowledgeable of the appropriate response. When certain numbered group members respond correctly, the whole group receives positive recognition.
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Meaningful Learning Relevance
Personal Connections
World Connections
Subject Matter Connections
Importance
Prior Knowledge, Competences and Understanding
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Percent of Motivational Strategies Observed
27.05
7.49 7.11
58.31
0
10
20
30
40
50
60
Attention Relevance Confidence Satisfaction
Type of Strategy
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PERSONALIZATION EXAMPLE
• There are 3 objects. Each is cut in one-half. In all, how many pieces would there be? ABSTRACT
• Billy had 3 candy bars. He cut each one of them in half. In all, how many pieces of candy bar did Billy have? CONCRETE
• Joseph's teacher, Mrs, Williams, surprised him on December 15 when she presented Joseph with 3 Hershey Bars, Joseph cut each one of them in one-half so that he could share the birthday gift with his friends. In all, how many pieces of Hershey Bars did Joseph have for his friends? PERSONALIZED
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STIPEK (2004)
Constructivist Teaching Phonics Instruction
Embeddedin Meaningful Text Modeling & Guided Useof Explicit Comprehension Strategies Multiple Methods of Reading Instruction Connection to Children’s
Personal Experiences Encouragement of Self
Expression
Didactic Teaching Isolated Phonics
Instruction Rote Memorization Teachers Read to
Students Without Engaging in Conversation
Correctness Emphasis in Children’s Writing
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% Below Grade Level .18
% Eligible Lunch .04
% African American .42*
% Latino in School .06
P < .001
Entries are regression coefficientsStipek (2004)
Prediction of Didactic Teaching
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Cultural Resources
Family, peer, community socialization
Traditions, rituals and practices
Fundamental core values
Culturally salient learning structures
Popular culture
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Cultural Modeling (Carol Lee, Northwestern
University)
This entails bringing examples from students’ popular
cultural interests into the classroom in ways that require
students to use interpretive or critical thinking skills to
express these popular culture examples. Then, students are
made fully conscious and reflective of their deployment of
these skills. Students are then shown how these same skills
that they display underlie tasks in the formal curriculum.
Students then are lead to apply these skills to tasks in the
formal curriculum.
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Communal Learning Prompt
[Instructions should be given to the students while they are holding hands and standing in a circle around the tutor/teacher].
I would like you to help each other by working together. It is important that you feel
connected with the students that you are working with in your group. You should also try
to do everything that you can to share, help and work well together for the good of the
group so that everyone will [learn/compete the story/task/project]. Your group is counting
on you to do the best you can so that everyone will succeed and not just for one of you to do
well. Since all of you live in the same neighborhood, have similar friends, and go to the
same school, then you are very important to each other. You should feel close to each other
and you should support one another. Remember also, that you and your group are working
together to make the most of this time that you are spending here together. Therefore, you
and your group should be helpful, kind, and giving for the good of everything in your
group. You can do better if you all take part in [learning/completing the story/task/project].
Copyright © 2010. All rights reserved.
6.41
8.469.6310.19
76.72
0123456789
1011
C G I
African American European AmericanC= Communal study conditionG= Inter-Group Competition study condition I = Interpersonal Competition study condition
Posttest Performance -Learning Condition by Ethnicity Interaction
Hurley, Allen, & Boykin (2009)
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Professional Development Regimen
• Pre-Workshop Activity• Workshop• Follow Up Support
• Feedback• Coaching• Demonstrations
• Learning Community/Planning Time
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Shifting the Paradigm with Some Policy Implications
• Let Evidence Be Our Guide• Pay Particular Attention to Classroom
Dynamics• School Organization to Support
Achievement of Classroom Goals• Focus on Assets• Educate the Whole Student• Broadly Build Stakeholder Capacity• Seek Multiple Success Pathways
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Talent Development Context
Assessment &
EvaluationAcademic Support
Programs
Family &
Community Engagement
Support Services
Central Reform Program
Organizational Development
3-D Leadership Managing the Change Process
Teacher ProfessionalDevelopment
Focus on Continuous ImprovementProfessional Learning CommunitiesModules/Transactions
Curriculum Enhancement
s & Framework
Language ArtsMath Classroom ManagementSocial & Emotional DevelopmentSubject Matter
All Students (Stakeholders) Can Learn With Multiple Stakeholder InputEvidence Based Framework Guiding Functions & Engagement
Complemental Activities
Focus on Assets: Asset Focus Strategies
Continuous Improvement
Multiple Outcomes (Whole Person)
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04/20/23 33
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04/20/23 34
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04/20/23 35
Kasper Elementary School Correlations of Classroom Instructional Practices
with District Statewide Assessment
Asset Focused Strategies Reading Math
Meaningful Learning .300** .223**
Strategic Instruction .311** .306**
Learning Community .150 .182
Cultural Resources .279** .152
Constructive Social Relationships (TSRQ Plus Mastery Goals)
.293** .326**
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04/20/23 36
Goodwork Elementary SchoolCorrelations between teacher variables and
performance on the District Statewide Assessment
Asset Focused Instructional PracticesMay-Sept Reading Score
Difference
Meaningful Learning .429*
Strategic Learning .312*
Cultural Resources .471*
Learning Community .322*
TSRQ Plus Mastery Goals .557*
Sustained Task Engagement .484*
Student Motivation .309*
Copyright © 2010. All rights reserved.
04/20/23 37
Covington Elementary/Middle SchoolCorrelations between teacher observations and reading and math performance on the District
Statewide Assessment
Asset Focused Strategies Reading NCE Math NCE
Meaningful Learning .297** .341**
Strategic Learning .524** .522**
Cultural Resources .233* .285**
Learning Community .361** .368**
TSRQ and Mastery Goals .265** .292**
Copyright © 2010. All rights reserved.
Copyright © 2010. All rights reserved.
FOR MORE INFORMATION
ADDRESS: CAPSTONE InstituteHoward UniversityHoly Cross Hall, Room 4272900 Van Ness Street, N.W.Washington, D.C. 20008
PHONE: 202/806-8484 FAX: 202/806-8498 EMAIL: [email protected]
WEBSITE: www. capstoneinstitute.org
Copyright © 2010. All rights reserved.
SUPER SCHOOLS!!
Low Student and Staff Turnover
Multidimensional Leadership
Continuous Commitment to Improvement
Multiple Stakeholder Involvement
Education of the Whole Child
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Asset Finding Questions
• What are the things that you (your students) like to do in school?
• What gets you (your students) to try hard or work hard in school?
• In what ways do you (your students) like to learn in school?
• What do you (your students) like to learn about in school?
• What have you learned outside of school that would (might) help you to learn in school?
• What have you learned from your family members that would (might) help you to learn in school?
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Creating A Climate To Sustain High Levels Of Attainment
1. Meaningful, Universally Understood Goals
2. Close Monitoring of Academic Functioning
3. Collaboration on & Coordination of Curriculum & Instruction
4. Recruitment & Development of Staff5. School Organization to Support
Goals Achievement
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Ways to Impact Self-Efficacy, Self Regulation & Belief Change
Self-Efficacy• Competence Experiences (optimal challenge)• Modeling• Social Persuasion • Asset Focused Factors
Self Regulated Learning• Modeling• Strategy Value Feedback• Fading• Asset Focused Factors
Belief Change• Competence Experiences (act into thinking differently)• Data Driven Information tied to Prior Experiences • Asset Focused Factors
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Process Praise
PROCESS PRAISE SOUNDS LIKE THIS:
• You really studied for your English test, and your improvement shows it. You read the material over several times, outlined it, and tested yourself on it. That really worked!
• I like the way you tried all kinds of strategies on that math problem until you finally got it.
• It was a long, hard assignment, but you stuck to it and got it done. You stayed at your desk, kept up your concentration, and kept working. That's great!
Classroom-based Communalism Study: Comparison of Fractions
Posttest Performance
9.32
10.72
12.08
9
9.5
10
10.5
11
11.5
12
12.5
Pos
ttes
t P
erfo
rman
ce
Individualistic LearningContext with Traditional
Pedagogy
Individualistic LearningContext with Constructivist
Pedagogy
Communalistic LearningContext with Constructivist
Pedagogy
Coleman, 2003
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Evidence-Based Approach to School Improvement
• Programs based on research literature
• Programs based on on-site data
• On-site data based on sound methods and instruments
• Enabling conditions are provided and documented
• Implementation quality is assessed & adjustments are
made
• Instruction is guided by assessment
• Outcomes are evaluated and linked to conditions and implementation