231
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

The faces behind the numbers: pathways for strengthening student learning progress and recovery by engaging in continuous improvement

, &

References

  • Ahlstrom, J. (2014). How to succeed with continuous improvement: A primer for becoming the best in the world (1st ed.). McGraw-Hill Education.
  • Amabile, T., & Kramer, S. (2011). The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Harvard Business Review.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman & Co.
  • Bomer, K. (2021). Leaving behind the” learning loss”: Loving and learning from the ways students talk, write, and draw right now. Language Arts, 98(6), 352–359.
  • Brown, G. T., & Hattie, J. (2012). The benefits of regular standardized assessment in childhood education: Guiding improved instruction and learning. In S. Suggate & E. Reese (Eds.), Contemporary debates in child development and education (pp. 301–306). Routledge.
  • Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press.
  • Cooper, H., Valentine, J. C., Charlton, K., & Melson, A. (2003). The effects of modified school calendars on student achievement and school community attitudes: A research synthesis. Review of Educational Research, 73(1), 1–52. https://doi.org/10.3102/00346543073001001
  • Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40–44.
  • Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research.
  • Hattie, J. (2012). Know thy impact. Educational Leadership, 70(1), 18–32.
  • Hattie, J. (2015a). What doesn’t work in education: The politics of distraction. Pearson.
  • Hattie, J. (2015b). What works best in education: The politics of collaborative expertise. Pearson.
  • Hattie, J. (2016, July). Mindframes and Maximizers. 3rd Annual Visible Learning Conference held in Washington, DC.
  • Kohn, A. (2020, September 6). Is learning “lost” when kids are out of school? Boston Globe. https://www.alfiekohn.org/article/loss/?print=print
  • Korkmaz, A., Gros, A., St. Lumetta, M., & Pierson, A. (2015). Tracking indicators of graduation and postsecondary readiness: SDP fellowship capstone project. Center for Education Policy Research at Harvard University. https://sdp.cepr.harvard.edu/files/cepr-sdp/files/tracking_ccr_indicators.pdf
  • National Assessment of Educational Progress. (2019). The Nation’s report card: See how U.S. students performed in reading a grades 4 and 8. https://www.nationsreportcard.gov/highlights/reading/2019/
  • National Assessment of Educational Progress. (2020). The Nation’s report card: Explore NAEP long-term trends in reading and mathematics. https://www.nationsreportcard.gov/ltt/?age=9
  • National Assessment of Educational Progress. (2022). Scores decline in NAEP reading at grades 4 and 8 compared to 2019. https://www.nationsreportcard.gov/highlights/reading/2022/
  • Studer, Q Pilcher. (2015). Maximize performance: Creating a culture for educational excellence. Fire Starter Pub.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.