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MTDS Terms and Phrases

Research-Based

Research-based strategies and practices are those that have proven effectiveness through scientific educational research.  However, a strategy or practice can be research-based, but still not be effective in a local setting.  The Every Student Succeed Acts now requires schools to evaluate the level or tier of evidence used to determine the effectiveness of the strategy or practice as well as to determine the effectiveness of the strategy/practice within the local setting.  Research-based practices provide teachers with classroom strategies that have been studied and have evidence of their impact on student learning, behavior, etc..  The use of evidence-based strategies/practices, those proven to work in the generalized setting, also implies ongoing evaluation of the effectiveness of the research-based practices within the local setting as well to make sure the strategy is working.  This is good practice in the classroom too!  Not all strategies work for all students.  The key is to figure out what works best for each student.  Starting with research-based practices and then collecting evidence that the strategy is working helps teachers meet the unique needs of their students. (see glossary for evidence-based)


Resource: 
Research & Proven Practices of Robert Marzano
Research Proven Practices of John Hattie
Research Proven Practices of Doug Lemov
Principles of Instruction:  Research-Based Strategies that All Teachers Should Know
​
Discouraging Inappropriate Behaviors in the Classroom
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​Missouri Teacher Development System July 2022    ​
  • Home
  • Framework
    • Effective Professional Development
    • Domains & Competencies >
      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
    • Glossary, Terms and Phrases >
      • Action Research
  • RPDC Programming
    • Contact
    • Program List
  • Registration
  • Facilitator Log-in
    • Career Levels >
      • Aspiring >
        • Aspiring A
      • Preparing >
        • Preparing A
        • Preparing B
        • Preparing C >
          • Level-Specific Learning Statements-Peparing-C
        • Preparing D
      • Emerging >
        • Emerging A >
          • BTAP Information
        • Emerging B
      • Developing
      • Mastering
      • Leading >
        • Level-Specific Learning Statements-Leading
  • Director's Corner