Experimental/control studies
Perhaps one of the more unique aspects of the research on this model is that a growing number of experimental/ control studies have been conducted by practicing teachers on the effective of specific strategies in their classrooms (see Haystead and Marzano, 2010). This is unusual in the sense that these studies are designed to establish a direct causal link between elements of the model and student achievement . Studies that use correlation analysis techniques (see next section) can established link between elements of a model and student achievement, but causality cannot be easily inferred. Other evaluations models currently used throughout the
country appear to rely more heavily or exclusively on correctional data regarding the relationship between there elements and studies achievement
The date, over 300 experimental/ control studies have been conducted. These studies involved over 14,000 students and 300 teachers across 38 schools in 14 districts. The average effect size for strategies addressed in the studies was 42, with some studies reporting effect sizes of 2.00 and higher. An average effect size of 42 sis associated with a 16 percentile point gain in student achievement. Stated differently, on average when teachers use the classroom strategies and behaviours in the model, their typical student achievement increased Robert J Marzano 2011.
By 16 percentile points. However, even larger gains (e.G) those associated with effect sizes as high as 2.00) can be realized if speci-c Strategies are used in speci- ways
Correlations studies
As mentioned above, correlational studies are the most common approach to exmainign the validity of an evaluation model. Such studies have been and continue to be conducted on various elements of the Marzano Teacher Evaluation model. For example such a study was conducted in the state of Oklahoma as a part of their examination of elements related to student achievement in K- 12 schools (See what works in Oklahoma schools. Phase I report and what works in Oklahoma school: phase ii report by Marzano research laboratory, 2010 and 2011, respectively ). These studies involved 59 schools, 1,117 teachers, and over 13,000k-12 students. Collectively, the reports indicate positive relationships with various elements particularly in the phases ii report. Suing state mathematics and reading test data 96% of the 82 correlations (ie, 41 correlations for mathematics and 41 for reading ) were found to be positive, with some as high as 40 and greater. A 40 correlation translates to an effect size (ie standardized mean difference ) of 87. Which is associated with a 31 percentile point gain in student achievement. These studies also aggregated data across the nine design questions in domain 1. All correlations were positive for this aggregated data. Seven of those correlations ranged from 33 to 40. These correlations translate into effect sizes of 70 and higher. Relatively large correlations such as these were also reported for the total number of domain 1 strategies used by teachers in a school, implying a school wide effect for the use of the model. Specially, the number of domain 1 strategies teacher used in school had a 35 correlation with reading presidency, and a 26 correlation with mathematics presidency.
Technology studies
Another unique aspect of the research conducted on the model is that its effects have been examined in the context of technology. For example, a two year study was conducted to determine (in part )the relationship between selected elements from domain 1 and the effectiveness of interactive whiteboards in enhancing student achievement (see final report: a second year evaluation study of promethean activclass room by haystead and marzano, 2010a) . In all, 131 experimental/control studies were conducted across various grade levels. selected elements of domain 1 were correlated with the effect sizes for use of the interactive whiteboards. all correlation for domain 1 elements were positive, with some as high as 70. This implies
that the effectiveness of interactive whiteboards as used in these 131 studies was greatly enhanced by the use of domain 1 strategies
Summary
in summary, the marzxano teacher evaluation model was designed using literally thousands of studies conducted over the pastve or more decades, and published in books that have been widely used by k-12 educators. In addition , experimental/ control studies have been conducted that establish more direct causal linkages with enhanced student achievement than can be made with other types of data analysis. Correlation indicating positive correlations between the elements of the model and student as to its effects on the use of technology (ie interactive whiteboards), and found it to be highly correlated with the effectiveness of that technology
USES OF THE MODEL ACROSS THE COUNTRY
The model is being used in a variety of states, districts, and schools across the country. At a formal level, the states of New York, New Jersey, and Florida employ the model as a whole or in part as the basis for teacher evaluation . it is also being piloted or considered in a number of other states (e.g. Oklahoma and Missouri). ADDITIOANLLY, a growing number of districts across the country have adopted or adapted he model as the basis for teacher feedback and development 9EG CHRERRY CREEK PUBLIC SCHOOLS, Denver, Colorado, Adams school district 50, Westminster, Colorado, and Rockwall school district, Rockwall, Texas ) consultants for Marzano research laboratory use the model as the basis for teacher evaluation and feedback in all professional development conducted with individual schools. Thus, the model is also being used as the basis for professional development in a wide variety of schools across the country. Web based tools for gathering aggregating, and reporting data on teacher status and growth are available from learning science international
REFERENCES
Haystead, M.W and Marzano, R J (2010A) final report: a second year evaluation study
of peomethean active classroom. Englewood, CO: Marzano research laboratory
(marzanoreseach com) .
Haystead, M.W and Marzano, R J (2010B) Meta –analytic synthesis of studies
conducted as marzano research laboratory on instructional strategies . englsewood, Co : marzano research laboratory (marzano research com).
Marzano, R.J (2003) what works in schools, Alexandria, VA. ASCD
Marzano, R.J (2006) classroom assessment and grading that work Alexandria, VA. ASCD
Marzano, R.J (2007) the art and science of teaching . Alexandria, VA. ASCD
Marzano, R.J Frontier, T & Livingston D (2011) . Effective Supervision: Supporting
The Art and science teaching Alexandria, VA: ASCD.
Marzano, R.J Pickering , D.J and Pollock, J.E (2001) classroom management that
Works. Alexandria, VA ASCD
Marzano, Research Laboratory (2010) what works in oklahoma schools:
Phase I report. Englewood, CO
Marzano, research laboratory (marzanoresearch com).
Marzano, Research Laboratory(2011) What Works in Oklahoma Schools : Phase II
Report. Englewood, CO
Marzano, research laboratory(marzanoresearch.com)
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