Evidence-Based Teaching: Strategies That Actually Work (2025)

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Resources like the What Works Clearinghouse and Evidence for ESSA heavily utilize meta-analytic findings to inform educators and policymakers about evidence-based practices.

Examining the general effectiveness of educational interventions through meta-analyses reveals that, on average, these interventions tend to have a moderate positive impact on student achievement.

Implementer of the Intervention

One meta-analysis exploring the attributes of learning strategy instruction interventions found that the implementer of the intervention played a significant role. Surprisingly, interventions implemented by assistants or researchers were observed to be more effective than those implemented by teachers or through computer-based programs.

This finding might point to the importance of dedicated focus, specialized training, or the level of expertise in implementing certain types of interventions. Teachers, with their multitude of daily responsibilities, might face challenges in consistently implementing new strategies with the same level of focus as dedicated assistants or researchers.

Evaluation Methods

The method used to evaluate the effects of an intervention also appears to matter. The same meta-analysis indicated that interventions had a lower effect when evaluated using standardized tests compared to unstandardized tests.

This could imply that certain interventions are more successful in improving specific, targeted skills that are better measured by assessments closely aligned with the intervention’s objectives, rather than the broader skills assessed by standardized tests which cover a wider range of content.

Collaboration and Duration

Interestingly, student cooperation was found to have a negative contribution to the effect of learning strategy instruction interventions. This suggests that for certain types of interventions, particularly those focused on individual learning strategies, independent work might be more effective than collaborative approaches.

In contrast, the duration of the intervention sessions showed a positive contribution, reinforcing the notion that sufficient time and intensity are often necessary for interventions to yield significant results. Learning new strategies and skills typically requires dedicated time for instruction, practice, and application.

Subject Domain

The subject domain in which the intervention is implemented can also moderate its effectiveness. One meta-analysis noted that arts interventions tended to show higher effectiveness, while interventions in reading had a lower effect compared to other subject domains.

This could indicate that the effectiveness of general learning strategy instruction varies depending on the specific demands and characteristics of different subjects. Different academic disciplines might necessitate different sets of learning strategies.

Feedback Quality

Feedback is another crucial element in education, and meta-analyses have examined its impact on student learning. One study indicated a medium overall effect of feedback, but highlighted that its impact is substantially influenced by the information content conveyed.

Notably, corrective feedback was found to be highly effective for enhancing the learning of new skills and tasks. This underscores the importance of the quality and specificity of feedback; simple praise or punishment tends to be less effective than feedback that provides actionable guidance on how students can improve their understanding and performance.

It is important to acknowledge that meta-analyses themselves have limitations. The conclusions drawn from a meta-analysis are shaped by the methodology used for synthesizing the findings and the quality of the primary studies included. Additionally, the selection criteria employed by organizations like the WWC can sometimes deviate from standard practices within the social sciences.

Therefore, when interpreting the findings of meta-analyses, it is essential to consider the methodological rigor and potential biases that might influence the results. Different meta-analyses might address slightly different research questions or use varying inclusion criteria, which can lead to different conclusions.

The Foundation Years: Examining the Impact of Early Childhood Education Programs

High-quality early childhood education (ECE) programs play a pivotal role in laying the groundwork for children’s future academic and social success in the United States. Research consistently demonstrates that participation in effective ECE initiatives yields substantial benefits that extend well beyond the preschool years.

These programs are designed to foster holistic development, enhancing children’s cognitive abilities and nurturing their social-emotional growth.

The positive effects of high-quality ECE are not confined to the immediate preschool period. Many studies indicate that the advantages gained during these formative years can persist into kindergarten and may even have lasting impacts into middle school and high school.

Furthermore, longitudinal research suggests that participation in high-quality ECE can lead to significant long-term advantages for individuals and for society as a whole, including higher levels of educational attainment, improved adult health outcomes, and reduced involvement in criminal activities.

Key Characteristics of Effective ECE Programs

Several key characteristics of ECE programs have been consistently associated with their effectiveness:

• Programs that provide warm and responsive relationships with educators
• Stimulating and developmentally appropriate curricula
• Ongoing professional development opportunities for staff

Instructional approaches that incorporate teacher-directed activities alongside opportunities for small-group learning have been linked to greater cognitive gains. Research also suggests that enhancing existing ECE programs with fully developed parent programs and skill-based curricula can further improve children’s cognitive abilities, pre-academic skills, and socio-emotional development.

Educational Outcomes of High-Quality ECE

The impact of high-quality ECE programs can be observed across a range of critical educational outcomes. Meta-analyses have revealed that participation in these programs is associated with:

• Statistically significant reductions in the likelihood of special education placement and grade retention
• Increased rates of high school graduation
• Improvements in essential skills such as language, literacy, mathematics, and executive functioning
• Improved social-emotional development and self-regulation skills

Head Start and the Abecedarian Project: Contrasting Approaches

Head Start, a federally funded program designed to promote school readiness for children from low-income families, has been the subject of extensive research regarding its effectiveness. Studies have shown that Head Start provides access to higher quality preschool experiences and improves children’s school readiness compared to similar children who do not have access to the program.

Short-term benefits have been observed in various domains of cognitive and social-emotional development for children participating in Head Start. However, the long-term impacts of Head Start have been a topic of ongoing debate. While some studies suggest that the initial gains might fade out by the end of first grade, other research indicates lasting benefits in areas such as high school graduation and college attendance, particularly for specific cohorts of students who attended the program in earlier decades.

It has also been noted that the benefits of Head Start might be more pronounced for children who enter the program with lower initial cognitive abilities or whose parents have lower levels of education, as well as for children who attend the program for longer durations.

In contrast, the Abecedarian Project stands as a landmark study demonstrating the transformative potential of intensive and sustained early childhood education. This project, which provided high-quality, center-based care from infancy through age five for children from low-income families, has shown significant and lasting benefits in cognitive development, school and educational achievements, and adult social adjustment.

Longitudinal follow-up studies have revealed long-term impacts on educational attainment, employment rates, income levels, and even health outcomes for participants in the Abecedarian Project. The intensive nature of the intervention, beginning in early infancy and continuing throughout the preschool years, appears to be a key factor in its profound and enduring effects.

To further illustrate the differences between these two significant ECE initiatives, the following table provides a comparative overview:

Effective Teaching in K-12: Research-Supported Strategies for US Classrooms

Effective teaching in the K-12 system is characterized by a set of research-supported strategies that aim to maximize student learning and achievement.

Visible Teaching and Learning

A fundamental principle identified through extensive research is the importance of making teaching and learning visible to students. This involves ensuring that students are aware of the learning goals, the criteria for success, and their progress towards achieving those goals.

Teacher clarity, which encompasses clearly articulating learning intentions and success criteria, has been found to be a significant factor in student learning.

Differentiated Instruction

Differentiated instruction involves tailoring instructional methods and materials to meet the diverse learning needs of individual students. Recognizing that students enter the classroom with varying levels of prior knowledge, learning styles, and paces of learning, differentiated instruction allows teachers to provide targeted support and challenges, thereby maximizing the progress of each student.

Formative Assessment

Formative assessment plays a crucial role in effective teaching by providing ongoing feedback on student understanding during the instructional process. Regularly assessing student learning allows teachers to identify areas where students are struggling and to adjust their instruction accordingly, ensuring that students stay on track and achieve learning objectives.

This continuous monitoring also provides valuable feedback to students, helping them to understand their strengths and areas where they need to improve.

Effective Classroom Management

Creating and maintaining a positive and productive learning environment through effective classroom management is essential for student success. Research emphasizes the importance of focusing on preventive strategies, such as establishing clear expectations and routines, rather than solely relying on reactive disciplinary measures.

Building positive relationships between teachers and students is a cornerstone of effective classroom management, fostering a sense of trust and respect that supports learning. Involving students in the negotiation of classroom rules can also enhance their sense of ownership and responsibility.

A well-managed classroom provides the structure, clarity, and safety necessary for students to focus on learning and minimize disruptions.

Collaborative Learning

Engaging students in collaborative learning activities is another research-backed strategy that promotes deeper understanding and the development of essential skills. Techniques such as the Jigsaw method, where students become experts on one part of a topic and teach it to their peers, have been shown to have positive effects on learning outcomes.

Collaboration fosters communication, problem-solving skills, and the ability to learn from different perspectives. Working together allows students to articulate their thinking, challenge assumptions, and construct knowledge collectively.

Explicit Instruction

Explicit instruction, which involves clearly and directly teaching specific skills and concepts, is particularly effective for foundational skills. This approach includes modeling the skill or concept, providing clear and concise instructions, and offering ample opportunities for guided practice.

Explicit instruction ensures that all students, regardless of their prior knowledge or learning styles, have access to the information and skills they need to succeed. This is especially critical in areas like early literacy, where explicit and systematic teaching of phonics is essential for developing decoding skills.

Teacher Feedback

Teacher feedback is a powerful tool for guiding student learning and promoting improvement. Research indicates that feedback has a significant influence on student outcomes, and specific written comments tend to be more effective than simply providing grades.

Effective feedback should be timely, targeted, and provide students with actionable information on what they have done well and what steps they can take to enhance their learning.

The Role of Technology: Evidence-Based Integration for Enhanced Learning Outcomes

The integration of technology in education has the potential to transform teaching and learning, but research suggests that its effectiveness is contingent upon how it is implemented and the specific tools that are utilized.

Meta-analyses examining the impact of technology in educational settings offer nuanced perspectives. For instance, studies on computer-assisted reading programs have indicated that they can lead to modest learning gains in reading. However, after accounting for various study characteristics, the effects of these programs might be smaller compared to interventions that do not rely on computers.

The What Works Clearinghouse (WWC) has also conducted meta-analyses specifically focused on the effectiveness of computer-assisted programs in different educational contexts. These findings underscore the idea that the mere presence of technology in the classroom does not guarantee improved learning outcomes; rather, the pedagogical approach and the specific design of the technology-based intervention are critical factors.

WWC Recommendations for Technology Integration

The What Works Clearinghouse provides valuable, evidence-based recommendations for educators seeking to leverage technology to enhance student learning. Their practice guide, “Using Technology to Support Postsecondary Student Learning”, offers specific guidance for higher education instructors, instructional designers, administrators, and other staff.

A key emphasis of this guide is that the focus should be on how technology is used to support learning goals, rather than on the technology itself. Given the rapid evolution of technology, concentrating on pedagogical applications ensures that the recommendations remain relevant over time. The WWC stresses the importance of aligning technology use with specific learning objectives, ensuring that technology serves as a tool to better engage students and facilitate their understanding.

The practice guide outlines several evidence-based recommendations for technology integration:

• Increase interaction: Utilize communication and collaboration tools to increase interaction among students and between students and instructors. Effective use of these tools can enhance student engagement by providing platforms for discussion about course content and learning experiences.
• Personalize digital resources: Incorporate varied, personalized, and readily available digital resources to design and deliver instructional content. This allows for the customization of learning experiences to meet individual student needs and preferences.
• Foster self-regulated learning: Incorporate technology that models and fosters self-regulated learning strategies, empowering students to take ownership of their learning processes.
• Provide timely feedback: Use technology to provide timely and targeted feedback on student performance, which is crucial for guiding student progress and promoting improvement.

Accessibility and Implementation Considerations

When integrating technology into educational settings, it is crucial to consider issues of accessibility for all students. Disparities in computer, tablet, and smartphone ownership, as well as internet access, particularly in rural areas, can create barriers for some learners. Additionally, students with special needs or disabilities might face challenges in effectively using or interacting with certain technologies.

Therefore, educators and institutions must proactively address these potential inequities to ensure that technology integration benefits all students. Furthermore, the successful implementation of new technologies often requires significant investment in training and support for educators. Administrators and teaching and learning centers play a vital role in providing the necessary resources and professional development to enable instructors to effectively leverage technology in their teaching practices.

Effective Technology Tools and Practices

Research also points to specific technological tools and practices that have demonstrated positive learning outcomes in particular subjects:

• Online tools that provide feedback and hints as students work on math homework have been found to be effective
• Digital game-based learning environments can offer engaging and personalized content that improves math knowledge
• The use of web-based instruction and interactive visual puzzles in subjects like math can enhance student understanding and motivation

These examples illustrate the potential of technology to provide tailored learning experiences, immediate feedback, and interactive content that can cater to diverse learning needs and styles.

Unlocking Literacy: Exploring Phonics-Based and Balanced Literacy Approaches

The development of strong literacy skills is fundamental to academic success and lifelong learning. In the United States, the debate over the most effective approaches to literacy instruction has a long history, often revolving around the merits of phonics-based instruction versus balanced literacy.

The National Reading Panel and Phonics-Based Instruction

The National Reading Panel (NRP), established in 1997 at the request of Congress, conducted a comprehensive review of existing research to determine the most effective methods for teaching children to read. The panel’s report, released in 2000, concluded that explicit instruction in phonemic awareness (the ability to hear and manipulate individual sounds in words) and systematic phonics instruction (teaching the relationship between letters and sounds in a planned sequence) are essential components of effective reading instruction.

The NRP found that systematic phonics instruction leads to significant improvements in children’s decoding skills, spelling abilities, reading fluency, and reading comprehension, particularly for students in the early grades. The panel also highlighted the importance of instruction in oral reading fluency, vocabulary development, and the use of reading comprehension strategies.

The findings of the NRP report have had a significant impact on reading instruction practices and policies in the US, informing federal literacy initiatives like Reading First.

Further research, including numerous meta-analyses, has continued to support the effectiveness of phonics-based instruction. These studies have confirmed that systematic phonics instruction produces significant benefits for students in kindergarten through 6th grade, as well as for children who experience difficulties in learning to read.

Notably, phonics instruction has been shown to improve reading and spelling skills, even for students with intellectual disabilities. Research also suggests that combining phonemic awareness instruction with the visual presentation of letters is more effective than focusing solely on auditory lessons.

Moreover, a meta-analysis specifically examining the impact of phonics instruction on minority elementary school students found a significant positive relationship between phonics instruction and higher academic achievement. These consistent findings underscore the critical role of explicit and systematic teaching of letter-sound relationships in developing foundational reading skills.

Balanced Literacy and the “Science of Reading” Movement

In contrast to the direct, code-based approach of phonics instruction, the balanced literacy approach represents a more eclectic philosophy that aims to integrate phonics with a “whole language” perspective, emphasizing the importance of meaning and context in reading.

Balanced literacy typically incorporates a variety of instructional strategies, including read-alouds, shared reading, guided reading, independent reading, and word study. While balanced literacy acknowledges the role of phonics, critics argue that it often underemphasizes the systematic and explicit teaching of foundational decoding skills.

The “science of reading” movement has gained significant momentum in recent years, advocating for a structured, phonics-first approach to reading instruction that is firmly grounded in empirical research from fields such as cognitive psychology, neuroscience, and linguistics.

Proponents of the science of reading emphasize the necessity of explicit and systematic instruction in all of the foundational skills required for reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. This movement has led to policy changes in numerous states across the US, reflecting a growing consensus on the importance of evidence-based practices in early literacy education.

The core belief driving the science of reading is that explicit and systematic instruction in foundational reading skills is essential for ensuring reading success for all students, particularly those who may struggle to learn to read through less direct methods.

To provide a clearer understanding of the key differences and research support for these two primary approaches to literacy instruction, the following table offers a comparative overview:

Fostering Engagement and Motivation: Research-Backed Strategies for US Students

Student engagement and motivation are critical drivers of academic success in the US education system. Highly engaged students demonstrate greater motivation to participate in class, find enjoyment in achieving their learning goals, exhibit more persistence when faced with challenges, and are intrinsically driven to seek deeper understanding.

Research has consistently shown a strong positive correlation between student engagement and overall academic achievement across various subjects, including mathematics and reading. Given the significant impact of engagement on learning outcomes, educators are continuously seeking effective strategies to foster these qualities in their students.

Strategies for Enhancing Student Engagement

Numerous strategies have been identified as effective in enhancing student engagement:

• Creating safe and supportive learning environments: Students who feel secure and respected are more likely to actively participate in learning activities.
• Utilizing active learning strategies: Directly involving students in the learning process can significantly boost engagement.
• Incorporating collaborative work: Learning from and with peers can enhance engagement and understanding.
• Providing choices and autonomy: Increasing students’ sense of ownership and decision-making in their learning tasks and activities can increase their motivation.
• Making learning relevant: Connecting to students’ lives, interests, and future goals is a key factor in fostering engagement.
• Employing open-ended questions: Encouraging critical thinking and discussion helps capture and maintain student interest.
• Incorporating multimedia resources: Using a variety of instructional methods can help to capture and maintain student interest.
• Building strong teacher-student relationships: Fostering trust and a sense of belonging is a foundational element of engagement.
• Giving students real roles and responsibilities: Empowering students in the classroom can increase their investment in learning.
• Using formative assessment: Providing timely and targeted feedback helps students understand their progress and stay motivated to learn.

Research-Backed Strategies for Improving Motivation

Several research-backed strategies can be employed to improve student motivation:

• Scaffolding learning: Starting with tasks at the students’ skill level and gradually increasing the difficulty can build confidence and encourage continued progress.
• Connecting learning to future goals: Explicitly connecting learning to students’ future goals and emphasizing the personal importance of the course material can make learning more meaningful and motivating.
• Instilling curiosity: Posing intriguing questions and providing opportunities for exploration can tap into students’ intrinsic desire to learn.
• Encouraging mastery focus: Focusing on mastery and skill development rather than solely on grades or performance relative to others can foster a growth mindset.
• Helping students develop achievable goals: Setting and pursuing realistic goals can enhance motivation and persistence.
• Providing accurate and informational feedback: Focusing on effort and strategies rather than innate ability or comparison to others can foster a growth mindset.
• Creating a sense of belonging: Building a supportive classroom community where all students feel valued and connected can significantly enhance motivation.

Insights from Meta-Analyses

Meta-analyses have provided further insights into the factors influencing student engagement and motivation:

• Positive teacher-student relationships and positive teacher behavior have moderate positive correlations with student engagement.
• Emotional engagement and cognitive engagement have been found to be most effective in promoting learning outcomes.
• Intrinsic motivation, which stems from inherent interest and enjoyment, is strongly related to student success and well-being, while identified regulation, where students engage in activities they personally value, is particularly linked to persistence.
• Some research suggests that motivation interventions that involve changes to the learning content itself might be more effective in enhancing student motivation compared to interventions that solely focus on motivational strategies without altering the curriculum.

These findings highlight the complex interplay of factors that contribute to student engagement and motivation and underscore the importance of a holistic approach that considers both the learning environment and the nature of the learning tasks.

The Importance of Climate: How School Environment and Social-Emotional Learning Impact Academic Outcomes

The school climate and the integration of social-emotional learning (SEL) play crucial roles in shaping academic outcomes for students in the United States.

The Impact of School Climate

A positive school climate, characterized by feelings of safety, belonging, and relational trust, has been consistently linked to improved academic achievement, including higher test scores, better grades, and increased student engagement. Moreover, a positive school climate can mitigate the negative effects of poverty on academic performance.

Research suggests that students’ perceptions of a positive school climate significantly contribute to their achievement in areas like writing and numeracy, with this effect often mediated by the students’ sense of identification with the school. Notably, staff perceptions of school climate also have an impact on student achievement, even when accounting for students’ own views.

Longitudinal studies indicate that positive perceptions of school climate can sustain or even improve academic achievement over time. These findings underscore that the overall environment of a school is not merely a backdrop for learning but a critical factor that significantly influences students’ academic success and well-being.

The Power of Social-Emotional Learning

Social-emotional learning (SEL), which focuses on developing students’ abilities in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, has also emerged as a powerful approach for enhancing both academic and social-emotional outcomes.

Meta-analyses have consistently demonstrated that SEL programs lead to improvements in students’ social and emotional skills, attitudes, and behaviors, as well as significant gains in academic performance, often reflected in an average increase of 11 percentile points in achievement.

Participation in SEL programs has been shown to reduce conduct problems and emotional distress among students while increasing their engagement in learning and improving their overall cognitive and academic performance. Furthermore, SEL initiatives have been found to enhance students’ perceptions of safety and inclusion within their schools.

Importantly, the positive effects of SEL programs are often sustained over the long term and have been observed across all grade levels and various demographic groups. These robust findings highlight the integral role of social and emotional development in supporting students’ overall success in school and beyond.

Implementing Effective SEL Programs

The effective implementation of SEL programs requires a comprehensive and sustained effort. Research emphasizes the importance of providing ongoing professional development opportunities for both teachers and principals to ensure they are equipped to deliver SEL effectively.

A systemic approach that integrates SEL into the broader school policies and practices, rather than treating it as an isolated program, tends to yield better results. Effective SEL programs are often characterized as being sequenced, active, focused, and explicit (SAFE), meaning they involve a coordinated set of activities, promote active learning, intentionally develop specific skills, and clearly identify and teach these skills.

By focusing on these key elements and ensuring that SEL is embedded within a supportive school climate, educators can create environments where students feel safe, connected, and empowered to thrive both academically and socially.

Looking to the Experts: Evidence-Based Practices from Reputable US Educational Organizations

Educators and policymakers in the United States have access to a wealth of resources from reputable educational organizations and research institutions that synthesize evidence-based practices in education. These resources provide valuable guidance on what works to improve student outcomes across various domains.

The What Works Clearinghouse (WWC)

The What Works Clearinghouse, maintained by the Institute of Education Sciences (IES), is a primary source for evidence-based recommendations for educators. The WWC publishes practice guides that offer actionable advice on addressing challenges in classrooms and schools, covering topics ranging from early childhood education to postsecondary learning.

These guides are developed by expert panels who synthesize findings from rigorous research. For example, the WWC offers practice guides on:

• “Providing Reading Interventions for Students in Grades 4–9”
• “Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students”
• “Improving Mathematical Problem Solving in Grades 4 Through 8”
• “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade”
• “Reducing Behavior Problems in the Elementary School Classroom”

Evidence for ESSA

Evidence for ESSA provides information on programs and practices that meet the evidence standards outlined in the Every Student Succeeds Act (ESSA). This resource categorizes evidence into four tiers: strong, moderate, promising, and demonstrates a rationale.

Educators can use Evidence for ESSA to identify programs with demonstrated effectiveness in various subject areas, such as:

• Reading
• Math
• Social-emotional learning

This helps schools make informed decisions about interventions that are likely to lead to positive student outcomes and meet federal evidence requirements.

Other Reputable Organizations

Several other reputable organizations also contribute significantly to the dissemination of evidence-based practices:

• The Learning Policy Institute (LPI) offers research briefs and reports on various educational topics, including the whole child approach and social-emotional learning.
• The IRIS Center at Vanderbilt University provides evidence-based practice summaries and resources on a wide range of educational topics, including assessment, behavior management, content instruction, and literacy.
• The American Institutes for Research (AIR) offers the Evidence Support Center, which helps educators navigate the path from research to practice by providing curated evidence and resources.

These organizations, among others, play a crucial role in conducting and synthesizing educational research, making it accessible and useful for practitioners and policymakers in the US.

To provide a quick reference to some of the valuable recommendations from the WWC practice guides, the following table summarizes key practices by topic:

Charting a Course for Educational Improvement

The journey to understanding “what works” in education within the United States is an ongoing process, continually shaped by rigorous research and the evolving needs of students. This article has explored a range of evidence-backed practices, from the foundational impact of early childhood education to effective teaching strategies in K-12 classrooms, the thoughtful integration of technology, the science behind literacy instruction, the crucial role of student engagement and motivation, and the profound influence of school climate and social-emotional learning.

The key findings across these domains underscore the importance of several overarching principles:

• High-quality early childhood education lays a critical foundation for future success, with intensive and sustained interventions showing the most significant long-term benefits.
• Effective teaching involves clarity, differentiation, ongoing assessment, positive classroom management, and the strategic use of collaborative and explicit instruction.
• Technology can be a powerful tool when aligned with learning goals and implemented equitably with adequate support.
• Literacy development benefits significantly from explicit and systematic phonics instruction, supported by the growing consensus within the science of reading.
• Fostering student engagement and motivation requires creating supportive environments, providing relevant and challenging tasks, and nurturing a sense of autonomy, competence, and relatedness.

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