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How Schools Can Improve Student Achievement

Created By

EL Education

Topic

  • Professional Development

Type

Online Learning

Though we constantly hear the refrain, “there is no silver bullet,” many teachers, coaches, school leaders,
researchers, and organizations dedicated to educational improvement are susceptible to seeking out simplistic
answers to the question, “How can we improve student achievement?” When seeking effective strategies for
improving student achievement, researchers caution educators to be critical consumers of research, aware of
the limitations and dated nature of studies. They urge teachers to “rely on their knowledge of students, their
subject matter, and their situations to identify the most appropriate instructional strategies” (Marzano, et al,
2001). What follows is a brief synthesis of relevant research to spur rich dialogue about what it takes to
improve student achievement. We urge readers to delve into original texts cited in this document, as well as to reflect on
their own experiences in their own contexts.

Created By

EL Education

Topic

  • Professional Development

Type

Online Learning

Though we constantly hear the refrain, “there is no silver bullet,” many teachers, coaches, school leaders,
researchers, and organizations dedicated to educational improvement are susceptible to seeking out simplistic
answers to the question, “How can we improve student achievement?” When seeking effective strategies for
improving student achievement, researchers caution educators to be critical consumers of research, aware of
the limitations and dated nature of studies. They urge teachers to “rely on their knowledge of students, their
subject matter, and their situations to identify the most appropriate instructional strategies” (Marzano, et al,
2001). What follows is a brief synthesis of relevant research to spur rich dialogue about what it takes to
improve student achievement. We urge readers to delve into original texts cited in this document, as well as to reflect on
their own experiences in their own contexts.

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