by Robert Slavin
Johns Hopkins School of Education
September 12, 2013
Question: What is the research related to the practice of grouping kids for reading based on test results of some sort and then sending them to classrooms for reading instruction based on this grouping? What are the pros and cons of this practice? I believe it is a current practice similar to the Joplin plan. I can find the research about the Joplin plan but is there any more recent research?
by Sharon Vaughn
The University of Texas
July 29, 2013
Question: I teach a 4th grade self-contained class. I am a huge proponent of reading of all types—from magazines to wordless picture books. I have always supported the use of literature circles within the classroom. I have typically always used a same-ability grouping for students in literature circles. My question is: What type of grouping works best—same ability or mixed ability?
by Nonie Lesaux
Harvard Graduate School of Education
June 10, 2013
The short answer to this question is: no. An English-only rule at home is unlikely to support English language learners’ (ELLs) academic development in the way that one might think. In fact, it’s likely to do more harm than good. Encouraging all families to talk (and talk, and talk!) in the languages with which they are most comfortable (most often their native languages) is a key way to provide children with the learning experiences they need for reading success (Snow, Porche, Tabors, & Harris, 2007).
by Virginia Goatley
University of Albany
April 15, 2013
To help address this question, let’s start with background information for readers who are not familiar with this assessment. The edTPA is a performance assessment for pre-service teaching candidates that is being piloted in a number of states. For the assessment, candidates provide a range of artifacts, including lesson plans, a videoclip of their teaching, student work samples, and a reflective narrative on the lesson.
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