Digital Age Support Pillars: Research Summary · 2016-06-24 · Digital Age Support Pillars: Action...

3
© 2016 LoTi Digital Age Support Pillars: Action Research Summary The three indicators (i.e., Student Achievement, Student H.E.A.T., and Teacher Innovation) comprising the Digital Age Support Pillars have been used throughout the nation in doctoral dissertations, peer-reviewed articles, and action-research studies to quantify changes in teaching and learning and their corresponding impact on student achievement. Provided below are two landmark studies—one study funded by the Keystones to Opportunity literacy grant in Pennsylvania measured changes statewide in both the Levels of Teaching Innovation (LoTi) and student H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use) from 2012-13 to 2015-16; the other study of LoTi Digital Age Schools measured the impact of changes in the LoTi and H.E.A.T. levels of Grade 3-8 literacy and math teachers and students, respectively, on changes in academic achievement as measured by each state’s standardized assessment (e.g., Pennsylvania: PSSA, New Jersey: NJASK) from 2008-09 to 2013-14. H.E.A.T. and LoTi: Pennsylvania Keystones to Opportunity (KtO) Longitudinal Study Over a four year period, data was collected in the fall and spring of each academic year by 239 school campuses involved with the Pennsylvania KtO literacy grant. This data documented the levels of student H.E.A.T. observed in literacy classrooms alongside the corresponding Levels of Teaching Innovation (LoTi) observed based on structured classroom walkthroughs. During the past four years, 46,057 H.E.A.T. Walkthroughs were completed by certified observers in literacy classrooms throughout all demographic populations around the Commonwealth of Pennsylvania. The types of statistical analyses used to examine statistically significant changes in the teacher LoTi and student H.E.A.T. levels were a Chi-Square Test of General Association and a t Test for Proportions. The Chi-Square Test of General Association shows whether there is a statistically significant association between academic year and increases in the LoTi and H.E.A.T. levels from 2012-13 to 2015-16. The t Test for Proportions determines whether the percentage change in LoTi and H.E.A.T. levels from 2012-13 to 2015-16 was significantly different. Figure A: Comparison of LoTi Levels and H.E.A.T. Levels from Fall 2012 to Spring 2016 Academic Year Mean LoTi Level Mean Higher Order Thinking Level Mean Engaged Learning Level Mean Authenc Connecons Level Mean Technology Use Level Fall 2012 1.02 3.38 2.89 3.33 2.13 Spring 2013 1.45 3.94 3.45 3.73 2.50 Fall 2013 1.91 3.38 3.17 3.61 2.51 Spring 2014 2.23 3.62 3.41 3.80 2.88 Fall 2014 2.06 3.40 3.25 3.68 2.74 Spring 2015 2.34 3.69 3.51 3.85 3.08 Fall 2015 2.11 3.39 3.29 3.44 2.83 Spring 2016 2.43 3.69 3.52 3.67 3.17 Change (Significance) 1.41 Extremely Significant (p=0.0001) 0.32 Extremely Significant (p=0.0001) 0.64 Extremely Significant (p=0.0001) 0.35 Extremely Significant (p=0.0001) 1.04 Extremely Significant (p=0.0001) Digital Age Support Pillars: Research Summary Supporting and Developing Teaching and Learning in the Digital Age

Transcript of Digital Age Support Pillars: Research Summary · 2016-06-24 · Digital Age Support Pillars: Action...

Page 1: Digital Age Support Pillars: Research Summary · 2016-06-24 · Digital Age Support Pillars: Action Research Summary The three indicators (i.e., Student Achievement, Student H.E.A.T.,

© 2016 LoTi

Digital Age Support Pillars: Action Research SummaryThe three indicators (i.e., Student Achievement, Student H.E.A.T., and Teacher Innovation) comprising the Digital Age Support Pillars have been used throughout the nation in doctoral dissertations, peer-reviewed articles, and action-research studies to quantify changes in teaching and learning and their corresponding impact on student achievement. Provided below are two landmark studies—one study funded by the Keystones to Opportunity literacy grant in Pennsylvania measured changes statewide in both the Levels of Teaching Innovation (LoTi) and student H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use) from 2012-13 to 2015-16; the other study of LoTi Digital Age Schools measured the impact of changes in the LoTi and H.E.A.T. levels of Grade 3-8 literacy and math teachers and students, respectively, on changes in academic achievement as measured by each state’s standardized assessment (e.g., Pennsylvania: PSSA, New Jersey: NJASK) from 2008-09 to 2013-14.

H.E.A.T. and LoTi: Pennsylvania Keystones to Opportunity (KtO) Longitudinal StudyOver a four year period, data was collected in the fall and spring of each academic year by 239 school campuses involved with the Pennsylvania KtO literacy grant. This data documented the levels of student H.E.A.T. observed in literacy classrooms alongside the corresponding Levels of Teaching Innovation (LoTi) observed based on structured classroom walkthroughs. During the past four years, 46,057 H.E.A.T. Walkthroughs were completed by certified observers in literacy classrooms throughout all demographic populations around the Commonwealth of Pennsylvania.

The types of statistical analyses used to examine statistically significant changes in the teacher LoTi and student H.E.A.T. levels were a Chi-Square Test of General Association and a t Test for Proportions. The Chi-Square Test of General Association shows whether there is a statistically significant association between academic year and increases in the LoTi and H.E.A.T. levels from 2012-13 to 2015-16. The t Test for Proportions determines whether the percentage change in LoTi and H.E.A.T. levels from 2012-13 to 2015-16 was significantly different.

Figure A: Comparison of LoTi Levels and H.E.A.T. Levels from Fall 2012 to Spring 2016Academic

YearMean

LoTi LevelMean Higher Order

Thinking LevelMean Engaged Learning Level

Mean Authentic Connections Level

Mean Technology Use Level

Fall 2012 1.02 3.38 2.89 3.33 2.13

Spring 2013 1.45 3.94 3.45 3.73 2.50

Fall 2013 1.91 3.38 3.17 3.61 2.51

Spring 2014 2.23 3.62 3.41 3.80 2.88

Fall 2014 2.06 3.40 3.25 3.68 2.74

Spring 2015 2.34 3.69 3.51 3.85 3.08

Fall 2015 2.11 3.39 3.29 3.44 2.83

Spring 2016 2.43 3.69 3.52 3.67 3.17

Change (Significance)

1.41 Extremely Significant

(p=0.0001)

0.32 Extremely Significant

(p=0.0001)

0.64 Extremely Significant

(p=0.0001)

0.35 Extremely Significant

(p=0.0001)

1.04 Extremely Significant

(p=0.0001)

Digital Age Support Pillars: Research Summary Supporting and Developing Teaching and Learning in the Digital Age

Page 2: Digital Age Support Pillars: Research Summary · 2016-06-24 · Digital Age Support Pillars: Action Research Summary The three indicators (i.e., Student Achievement, Student H.E.A.T.,

© 2016 LoTi

Figure A displays the mean statewide LoTi and H.E.A.T. level data from 2012-13 to 2015-16 for teachers and students participating in the Pennsylvania KtO literacy grant. Based on Figure A, the mean LoTi and H.E.A.T. levels increased each school year. A t test revealed the percentage increase in LoTi and H.E.A.T. levels from 2012-13 to 2015-16 to be statistically significant.

H.E.A.T./LoTi and Student Achievement: LoTi Digital Age SchoolsOver a five year period, Grade 3-8 students at 24 LoTi Digital Age School campuses in New Jersey and Pennsylvania participated in their respective statewide reading and math assessments during the spring of each academic year. These assessments are used to measure student achievement based on the knowledge and skills specified in their respective state content standards. Each year, data was also collected by all LoTi Digital Age School campuses documenting Grade 3-8 students’ H.E.A.T. (Higher order thinking Engaged learning, Authentic connections, Technology use) and teachers’ LoTi (Levels of Teaching Innovation) levels in the Fall and Spring of each academic year based on structured classroom walkthroughs.

The types of statistical analyses used to examine correlations and relationships between increases in student academic achievement, increases in levels of teacher innovation, and increases in levels of student H.E.A.T. were the Pearson Product Moment Correlation (PPMC) and regression analysis, respectively. Regression analysis shows the predictability of increases in student achievement on statewide reading and math assessments based on the LoTi level of the classroom teachers and the H.E.A.T. levels of the students observed during structured classroom walkthroughs. The question to be answered by these analyses was, “Are the levels of teaching innovation and student H.E.A.T. observed during classroom instruction throughout the academic year related to increased student passing rates in reading and math on the PSSA in Pennsylvania and on the NJASK in New Jersey?” The Pearson Product Moment Correlation (PPMC) discerns the statistical significance of the linear relationship between the data points along the regression line. The PPMC determines whether the statistical significance of the identified positive correlations are considered weak (0.00-0.39), moderate (0.40-0.59), or strong (0.60-1.00).

Figure B displays a regression line comparing differences in the mean LoTi Level observed at each school campus with differences in statewide student achievement data on the Reading and Math PSSA (PA) and NJASK (NJ) for 3rd-8th Grades. A subsequent PPMC was calculated to determine the strength and significance of the relationship between increased LoTi levels and increased reading/math achievement results in Grades 3-8. The PPMC was 0.5844, suggesting a moderate to strong correlation between increases in teacher LoTi Levels and increases in student achievement on standardized reading and math assessments.

Digital Age Support Pillars: Research Summary Supporting and Developing Teaching and Learning in the Digital Age

Figure B: Regression Analysis Comparison of LoTi Levels and Increases in Student Achievement

Page 3: Digital Age Support Pillars: Research Summary · 2016-06-24 · Digital Age Support Pillars: Action Research Summary The three indicators (i.e., Student Achievement, Student H.E.A.T.,

© 2016 LoTi

Figure C: Regression Analysis Comparison of H.E.A.T. Levels and Increases in Student Achievement

Figure C displays regression lines comparing differences in the mean H.E.A.T. levels observed at each school campus with differences in statewide student achievement data on the Reading and Math PSSA (PA) and NJASK (NJ) for 3rd-8th Grades. A subsequent PPMC was calculated to determine the strength and significance of the relationship between increased levels of the components of student H.E.A.T. and increased reading/math achievement results in Grades 3-8. The PPMC for Higher Order Thinking and student achievement was 0.4745; the PPMC for Engaged Learning and student achievement was 0.4679; the PPMC for Authentic Connections and student achievement was 0.1881; and the PPMC for Technology Use was 0.3038. The PPMC suggests a moderate correlation between increases in both the levels of student cognition and student engagement, and increases in student achievement on standardized reading and math assessments.

Digital Age Support Pillars: Research Summary Supporting and Developing Teaching and Learning in the Digital Age