Educate2Succeed

      Research-based strategies have an enormous impact upon classroom instruction and should definitely be utilized to instruct learners in conjunction with creating a culturally responsive classroom environment. Many schools across the United States have recognized the inherent need to implement educational reforms in order to combat achievement gaps among diverse populations, inequality of instruction, and poor testing scores which indicate an input-output system that fails to foster deep learning and knowledge along with career-ready skillsets for our students to succeed in a 21st Century World. This transition in educational reform in public education requires schools and educators to demonstrate that they are effectively teaching students to perform at required levels of achievement, and in many cases funding and other incentives are heavily tied to performance based competencies. Utilizing research proven techniques saves educators valuable time and resources, and in some cases may even boost overall student achievement and performance.

     A positive aspect of research-based strategies is the objectivity and intellectual honesty of research. Teaching can greatly be advanced by incorporating research based strategies if educators and administrators alike pay constant attention to new and emerging knowledge and research as the primary objective and educational collective understandings of best practices. Among one of the most important aspects of utilizing research based methods in educational instruction is the ability to address the unique needs of students from a variety of diverse backgrounds and learning needs, a major obstacle facing public education today due to the lack of teacher training, experience, or background knowledge. Utilizing research based methods is a practical guide for schools and educators to develop a common focus on strengthening themselves as educators, overall student achievement, and school programs. In his book Guiding School Improvement with Action Research, Richard Sagor explores the benefits of committing to achieving excellence with a specific focus through research. Sagor clarifies:

 “When a faculty shares a commitment to achieving excellence with a specific focus—for example, the development of higher-order thinking, positive social behavior, or higher standardized test scores—then collaboratively studying their practice will not only contribute to the achievement of the shared goal but would have a powerful impact on team building and program development. Focusing the combined time, energy, and creativity of a group of committed professionals on a single pedagogical issue will inevitably lead to program improvements, as well as to the school becoming a “center of excellence.” As a result, when a faculty chooses to focus on one issue and all the teachers elect to enthusiastically participate in action research on that issue, significant progress on the school wide priorities cannot help but occur” (Guiding School Improvement with Action Research, Sec 12).

     In his book Visible Learning, John Hattie synthesized over 500,000+ studies related to student achievement; his research analysis determined that despite their various circumstances that may impede student learning such as the lack of teacher training, experience, or background knowledge, teachers can still make a significant difference. Interestingly Hattie discovered that most teachers have some degree of impact on their students’ learning. However, some teachers have far more impact than others based upon which instructional methods were used. The extensiveness of which Hattie’s work is arguably among the most significant educational projects undertaken to date. It would be a disservice to educators and students alike to not take advantage Hattie’s efforts to strengthen our educational practices and student achievements.