Another day, another end-of-year “Best” list.
Now, it’s time for research studies.
You can see all previous editions of this list, as well as all my ed research related “best” lists, here.
Here are my choices for the past six months:
Here are some other useful studies I’ve included in my weekly research reviews, even though I didn’t write separate posts about them:
Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory. is a new study that reinforces previous ones that have found graphic organizers to enhance learning. I’m adding it to Not “The Best,” But “A List” Of Mindmapping, Flow Chart Tools, & Graphic Organizers.
I previously posted about an important new study at STUDY FINDS THAT “HANDS-ON” MATH & PROACTIVE “ROUTINES & PROCEDURES” INCREASE TEST SCORES AND STUDENT ENGAGEMENT. The Hechinger Report has also written a review of it at PROOF POINTS: The paradox of “good” teaching
Patrolling Public Schools: The Impact of Funding for School Police on Student Discipline and Long-term Education Outcomes is a new study, and here’s a podcast with its author. I’m adding it to TEACHING RESOURCES ABOUT IF POLICE SHOULD BE IN SCHOOLS.
PROOF POINTS: Many schools are buying on-demand tutoring but a study finds that few students are using it is from The Hechinger Report.
And here’s another interesting new paper on tracking, which finds that it doesn’t help student achievement and, instead, contributes to school inequality:
This meta-analysis examines the effects of sorting secondary students into different tracks (“between-school” tracking) or classrooms (“within-school” tracking) on the efficiency and inequality levels of an educational system. Efficiency is related to the overall learning achievement of students, whereas inequality can refer to “inequality of achievement” (i.e., the dispersion of outcomes) or “inequality of opportunity” (i.e., the strength of the influence of family background on student achievement). The selected publications are 53 analyses performed in the period from 2000 to 2021, yielding 213 estimates on efficiency and 230 estimates on inequality. The results show that the mean effect size (Hedge’s G) of tracking on efficiency is not statistically significant (G = −.063), whereas it is significantly positive (G = .117) on inequality.
Here’s an interesting new paper on the value of “looping” with students. What makes it stand out from other research on the topic, though, is that it also talks about the fact it happens a lot in secondary schools – often by chance. What it may miss, though, is that it happens intentionally in high schools like ours that are divided into Small Learning Communities (see The Best Resources For Learning About Small Learning Communities):
New @AnnenbergInst WP
🎆Second Time’s the Charm? How Sustained Relationships from Repeat Student-Teacher Matches Build Academic & Behavioral Skills🎇
— Matthew A. Kraft (@MatthewAKraft) June 14, 2022
Here’s an Ed Week article talking about the same study.