References

Masterclass Series

High Impact Instruction

Archer, A. L & Hughes, C, A (2011). Explicit Instruction: Effective and Efficient Teaching. New York: Guildford Publications

Centre for Education Statistics and Evaluation (2012). Great Teaching, Inspired Learning What does the evidence tell us about effective teaching? http://www.cese.nsw.gov.au/publications-filter/great-teaching-inspired-learning

Centre for Education Statistics and Evaluation (2015). What works best: Evidence-based practices to help improve NSW student performance. http://www.cese.nsw.gov.au/publications-filter/what-works-best-evidence-based-practices-to-helpimprove-nsw-student-performance

Centre for Education Statistics and Evaluation (2017). Cognitive load theory: Research that teachers really need to understand. NSW Government.

Centre for Education Statistics and Evaluation (2017), Cognitive load theory: Research that teachers really need to understand. https://www.cese.nsw.gov.au//images/stories/PDF/cognitive-load-theory-VR_AA3.pdf

Clark, R., Kirschner, P., Sweller, J., (Spring 2012), Putting Students on the Path to Learning: The Case for Fully Guided Instruction, American Educator

Creating Effective Teaching and Learning Environments: First Results from TALIS (2009, OECD. ISBN 978-92-64-05605-3

Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact. Retrieved 10 July 2016 from http://www.deansforimpact.org/the_science_of_learning.html

Education Endowment Foundation (2018).  Embedding Formative Assessment Evaluation report and executive summary.

Hollingsworth, J. R., & Ybarra, S. E. (2017). Explicit direct instruction (EDI): The power of the well-crafted, well-taught lesson. Corwin Press.

Joyce, B. & Showers, B. (2002). Student achievement through staff development. National College for School Leadership.

Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980.

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588.

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. The Education Digest, 78(3), 30-40

Twyman, J. & Heward, L. (May 2016), How to improve student learning in every classroom now, International Journal of Educational Research

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

Willingham, D. T. (2009). Why Don’t Students Like School? American Educator, 5.

Research to Practice

Got Words? How to teach Vocabulary Explicitly

Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford.

Biemiller, A. (2001). Teaching Vocabulary: Early, Direct and Sequential. American Educator, Spring. 25(1), 24-28.

Hart, B. & Risley, T.R. (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore: Paul H. Brookes.

Marzano, R.J. (2010). Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction. Boston: Cengage ELT.

Stahl, S. A. (1999). Vocabulary development. Cambridge. MA: Brookline Books. University of Oregon.

Improving Students Writing: One Sentence at a Time

Graham, S., & Harris, R. (2012). Teacher’s Guide to Effective Sentence Writing. New York, NY: Guildford Press.

Graham, S., & Hebert, M. (2010). Writing to Read: Evidence for how writing can improve reading. Alliance for Excellence in Education. Washington, D.C.

Hochman, J. C. & Wexler, N. (2017). The writing revolution. New York, NY: Jossey-Bass.

Saddler, B. (2012). Teacher’s guide to effective sentence writing. New York, NY: Guilford Press.

Tyre, P. (2012). The writing revolution. The Atlantic, 19. https://b.3cdn.net/nvps/766a2ce5c220f75955_8am6bt5ju.pdf

Van Cleve, W. (2012). Writing matters: Developing sentence skills in students of all ages. Greenville, SC: W.V.C.ED.

Learning to Read and Write: The PA and Phonics way

Graham, S., & Harris, R. (2012). Teacher’s Guide to Effective Sentence Writing. New York, NY: Guildford Press.

Hempenstall, K. (2003). Phonemic awareness: What does it mean. Education Oasis, 201.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.

Kilpatrick, D. A. (2016) Equipped for Reading Success: A Comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition. Casey & Kirsch Publishers, New York.

Moats, L.C. (2010). Speech to Print. Language Essentials for Teachers (2nd edition), Paul H. Brookes Publishing, Baltimore.

Moats, L, & Tolman, C (2009). Excerpted from Language Essentials for Teachers of Reading and Spelling (LETRS): The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness (Module 2). Boston: Sopris West.

Seidenberg, M. S. (2013). The science of reading and its educational implications. Language learning and development, 9(4), 331-360.

Myth or Magic: Do interventions for student mindsets have a place in schools?

Burnette, J. L., O’boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655.

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth Mindset Tempers the Effects of Poverty on Academic Achievement. Proceedings of the National Academy of Sciences, 201608207.

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451.

Yeager, D. S., & Walton, G. M. (2011). Social- Psychological Interventions in Education: They’re Not Magic. Review of Educational Research, 81(2), 267-301.

Yeager, D., Walton, G., & Cohen, G. L. (2013). Addressing achievement gaps with psychological interventions. Phi Delta Kappan, 94(5), 62-65.

Yeager, D.S., Henderson, H., Paunesku, D., Walton, G.M., D’Mello, S. Spitzer, B.J., & Duckworth, A.L. (2014). Boring but Important: A Self-transcendent Purpose for Learning Fosters Academic Self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580.

Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., Kamentz, D., Ritter, G., Duckworth, A. L., Urstein, R., Gomez E., Markus, H. R. Cohen, G. L., & Dweck, C. S. (2016). Proceedings of the National Academy of Sciences of the United States of America.

Spelling Mastery

Barbash, S. (2012). Clear Teaching: With Direct Instruction, Siegfried Engelmann Discovered a Better Way of Teaching. Education Consumers Foundation.

Dixon, R., Engelmann, E., & Bauer, M. M. (2007). SRA Spelling Mastery. Teacher presentation book. Eugene, Oregon: SRA/McGraw Hill.

Hempenstall, K. (2015). Spelling Mastery and Spelling through Morphographs: Direct Instruction programs for beginning and low-progress spellers. Australian Journal of Learning Difficulties, 20(1), 55-81.

Liem, G. A. D., & Martin, A. J. (2013). Direct instruction. In Hattie, J., & Anderman, E.M. (Eds.), International guide to student achievement. (pp. 366-368). London, United Kingdom: Routledge.

Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 0034654317751919.

Westwood, P. (2018). Learning to spell: enduring theories, recent research and current issues, Australian Journal of Learning Difficulties. 1-16.

Accelerating Student Learning

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth Mindset Tempers the Effects of Poverty on Academic  Achievement. Proceedings of the National Academy of Sciences, 201608207.

Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Hollingsworth, J. R., & Ybarra, S. E. (2017). Explicit direct instruction (EDI): The power of the well-crafted, well-taught lesson. Corwin Press.

McKinsey & Co. (2017). Drivers of Student Learning: Insights from Asia.

McKinsey & Co. (2018).  Drivers of Student Learning

Paunesku, D., Walton, G.M., Romero, C.L., Smith, E.N., Yeager, D.S., & Dweck, C.S. (2015). Mindset Interventions are a Scalable Treatment for Academic Underachievement. Psychological Science.

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American educator, 36(1), 12.

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach?. Arts Education Policy Review, 109(4), 21-32.

Yeager, D.S., Henderson, H., Paunesku, D., Walton, G.M., D’Mello, S. Spitzer, B.J., & Duckworth, A.L. (2014). Boring but Important: A Self-transcendent Purpose for Learning Fosters Academic Self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580.

Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., Kamentz, D., Ritter, G., Duckworth, A. L., Urstein, R., Gomez E., Markus, H. R. Cohen, G. L., & Dweck, C. S. (2016). Proceedings of the National Academy of Sciences of the United States of America.