Research+To+Practice+-+Strategies+That+Work


 * "Research to Practice - Strategies The Work: What Does the Evidence Tell Us?" ** By Nancy Padak

To summarize and explain the implications of the study conducted by Robert Marzano and his colleagues at Midcontinent Research for Education and Learning entitled //Classroom Instruction the Works: Research-Based Strategies For Increasing Student Achievement//. The study found nine categories of strategies that make significant differences in student achievement.
 * Purpose of the Article:**

In the fall of 2001 a panel of experts from a variety of disciplines came together to advise federal agencies about various issues of which includes what is known about instructional effectiveness in adult and family literacy situations. When the panel looked into this issue they faced a major problem as there is little research examining instructional effectiveness in adult and family literacy situations. The panel instead found a large amount of “best practices” research that has been conducted in K-12 context. One study the panel found to be particularly useful in their investigation was Marzano’s study. The author of the article, Nancy Padak, decided to focus on Marzano’s findings and how educators can use the results of the study.
 * Understanding Why the Study is the Topic of the Article:**

The researchers found nine categories of strategies that make significant difference in student achievement. These categories are generic and include:  ·  Reinforcing effort/providing recognition (instructional advice)  ·  Homework/practice (instructional advice)  ·  Identifying similarities and differences (percentile gain: 45)  ·  Summarizing and note-taking (percentile gain: 34)  ·  Nonlinguistic representations or response that do not involve words (percentile gain: 27)  ·  Cooperative learning (percentile gain: 27)  ·  Setting objectives and providing feedback (percentile gain: 23)  ·  Generating and testing hypotheses (percentile gain: 23)  ·  Questions, cues, and advance organizers (percentile gain 22)  ·  Use to evaluate and improve instructional practices - How often are my students involved in cooperative learning? - How do we emphasize summarizing and note-taking? - When do my students generate and test hypotheses?  ·  Help to make sure that new strategies will be valuable  ·  Share with students so they can see the value in the instructional strategies and how they will help them to accomplish higher achievement gains. To read the original article, please follow this link: [|Strategies that work.pdf]
 * Results of the Study:**
 * Implications/Use of Results:**