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Information for Research

The Successful Practices Network was created to be a living lab for schools to exchange research, ideas, best practices, and professional development resources. SPN Research has two primary missions: 1) to disseminate the most useful education research available that is consistent with the organizing pedagogy of Rigor and Relevance for ALL students to SPN members 2) to engage in research with a variety of partner schools, organizations, and foundations in effective instructional and leadership practices that can be replicated and implemented on a larger scale. SPN has recently partnered with two Texas education leaders to better understand the effective and efficient practices that are possible with an aligned near real time data system. SPN Research also partnered with CCSSO, the International Center for Leadership in Education, and the Quaglia Institute on a five-year study of model schools and promising schools that sought to improve the rigor, relevance and relationships in their schools. SPN research is informed by the data generated by the WE Surveys. This analysis guides development of new initiatives and resources for members. SPN members access a deep collection of research articles and links through a searchable database that is organized by school level, topic, and keywords. Members can download as much of this research as they want as part of their membership.

 

Benefits

  • A wide range of research sources are sifted and organized for members around topics of interest to SPN members
  • Research is selected for its practical application and usefulness to school practitioners
  • Research is connected to other resources accessible on the website through a common “Topic” database
  • Members can rate and identify research that is helpful. SPN monitors access rates to better understand which research members seek out and use.
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Newest Research Aligned to CCSS
Public Resource 10 January, 201310 January, 2013
Folder: Teacher Effectiveness
This overview identifies nine principles for using measures of effective teaching. This report is part of the ongoing MET project from the Bill and Melinda Gates Foundation. The MET project is a research partnership of academics, teachers, and education organizations committed to investigating better ways to identify and develop effective teaching.
13 February, 201213 February, 2012
Folder: Adult Education
In this report published by the Center for American Progress, the authors give a summary view of where we are with the link between our teacher evaluation and teacher improvement systems. The authors also explore the current issues that PD can address and the challenges to successful improvement models. A high level review of relevant research is part of this report. A very informative and helpful report for all school leaders at all levels.
22 January, 201222 January, 2012
Folder: Adult Education
A new report from Education First and the EPE Research Center looks at the readiness of states to implement the Common Core State Standards (CCSS). As the Common Core movement has matured, attention has shifted toward practical implementation and issues such as readiness of teachers to enact the standards in the classroom. The study gives the status of state plans in teacher professional development, curriculum, and teacher-evaluation systems. All 50 states and the District of Columbia were i...Read more
9 January, 20129 January, 2012
Folder: Leadership
"The School Principal as Leader: Guiding Schools to Better Teaching and Learning," is the latest installment in the foundation's Perspectives series. This report distills lessons from school leadership projects and research in twenty-four states and many districts. According to the report, the key practices in effective school leadership are shaping a vision of academic success for all students; creating a climate hospitable to education; cultivating leadership in others; improving instructio...Read more
14 December, 201114 December, 2011
Folder: College Readiness
This study, Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students, found that algebra-ready students in schools offering online Algebra I scored higher on an algebra test and were more likely to participate in an advanced mathematics course sequence in high school, compared to algebra-ready students in schools that did not offer the online course. The study also found no evidence of negative effects on non-algebra-ready students attending schools where online Algebra I w...Read more
Public Resource 22 November, 201122 November, 2011
Folder: Adult Education
As schools and districts work to improve student learning outcomes, demand has grown for information on efforts to promote formative assessment and strategies that support its implementation. Formative assessment has been defined by a national group of education leaders and researchers as an ongoing instructional process rather than a discrete event. Using formative assessment, teachers collect feedback daily and systematically with students to inform adjustments to instruction to help studen...Read more
27 October, 201127 October, 2011
Folder: Adult Education
The Center for K–12 Assessment & Performance Management at ETS® has created this guide to stimulate
discussions about the opportunity before us. We begin with an overview of the CCSS — what’s new, why
they’re needed, and how these standards will drive new designs in assessment. We then provide you with
descriptions of the two assessment systems to be built. Finally, we provide our best thinking on the work ahead
in assessment — the most significant and high-leverage measurement...Read more
27 October, 201127 October, 2011
Folder: College Readiness
Representatives from the Common Core write this paper to highlight the challenges American education faces. They postulate that the nations that consistently outrank us on math and science examinations do not owe their success to concentrating solely or even mostly on those subjects. Nor are they focusing relentlessly on skill subjects like reading and math, as we do, shorn of any connection to history, science, or literature. That is what the researchers who compiled this report have learned...Read more
Public Resource 29 March, 201129 March, 2011
Folder: White Papers
Nearly a decade ago, No Child Left Behind (NCLB) presented states with a daunting mix of challenges that supported the creation of statewide standards and assessments and rigorous accountability requirements. Yet, as a nation, the United States still lags behind other countries in student academic achievement and in preparing its young people to succeed beyond the classroom. In 2014, the U.S. Department of Education expects the gap between American students and students from top performing co...Read more
27 October, 201027 October, 2010
Folder: Adult Education
This report uses international benchmarking to examine the expectations gap between what students are expected to learn in some states and what students are expected to learn in others. This report assumes that each state’s expectations are embodied in the stringency of the performance standards it uses on its own state accountability tests. The state performance standards represent how much the state expects the student to learn in order to be considered proficient in reading and mathemati...Read more


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