Really Does Matter:
Students Learning with Hands-On Activities Outperform Their Peers
from "How Teaching Matters: Bringing the Classroom Back Into Discussions
of Teacher Quality"
The Educational Testing Service recently
released a report written by H. Wenglinsky entitled, "How Teaching Matters:
Bringing the Classroom Back Into Discussions of Teacher Quality" based
on an analysis of 7,146 eighth graders who took the NAEP mathematics assessment
Some notable points from the Executive
"This study represents a first
step toward linking classroom practices to student academic performance."
"Students whose teachers conduct
hands-on learning activities outperform their peers by more than 70% of a
grade level in math and 40% of a grade level in science." (p. 7)
"In math, students whose teachers
emphasize higher-order thinking skills outperform their peers by about 40%
of a grade level." (p. 7)
One of the recommendations to policymakers:
"... teachers should be encouraged
to convey higher-order thinking skills [and] conduct hands-on learning activities
... " (p. 7)
Despite what some critics think,
teaching does matter. And teaching based on the recommendations of the
mathematics reform movement does make a positive difference.
How Teaching Matters:
Bringing the Classroom Back Into Discussions of Teacher Quality. A Policy
Information Center Report from the Educational Testing Service Report written
by Harold Wenglinsky, October 2000. The full report is available at www.ets.org/research/pic/teamat.pdf
in Portable Document Form (PDF).
This report is also published in the peer-reviewed journal Education Policy
Analysis, February 13, 2002: "How Schools Matter: The Link Between
Teacher Classroom Practices and Student Academic Performance." See http://epaa.asu.edu/epaa/v10n12/.
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