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This presentation is based on Robert J. Marzano's 2003 book What Works in Schools Translating Research into Action. The focus is on the Student Level Factors & Home Environment.
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Student Level FactorsChapters 12-13
What Works In Schools: Translating Research Into
ActionBy: Robert J. Marzano
Christie L. EsparzaCarmen Ortega
Marzano Identified 3 Student Level Factors
1.Home Environment
2.Learned Intelligence and Background Knowledge
3. Motivation
Figure 12.1Comparing Student-level Factors Across Researchers
(Marzano, 2003, p.124)
Student Level
Factors
Bloom (1976)
Walberg(1980)
Fraser et al. (1987)
Marzano (2000a)
Home Environmen
t
Home Environmen
t
Home Environmen
t
Learned intelligence
or Background Knowledge
Cognitive Characteris
tics
Ability or Prior
achievement or
Development
Ability AptitudePrior
Knowledge
Motivation AffectiveCharacteris
tics
Motivation or self
concept
Motivation Interest
Chapter 13 – Home Environment
Socioeconomic Status (SES) has often been used as a predictor of student achievement. Karl White (1982) saw that the Coleman Report confirmed “that a strong relationship exists between all kinds of achievement variables and what has come to be known as socioeconomic status (SES)” (p. 46)In spite of this report and others, the findings have also been known to vary according to how socioeconomic status is defined.
Four Elements Associated with SES
1. Income of Adults2. Education of Adults3. Occupation of Adults4. Home Atmosphere
Figure 13.1 on p. 127 shows that home atmosphere has the strongest relationship.
Home Atmoshpere
Xitao Fan and Michael Chan (2001) found three basic elements that compose the home environment.
1. Communication about School.
2. Supervision 3. Parental Expectations and Parenting Styles
Communication About School
Findings by Fan and Chan included this often mentioned interactions
Frequent discussions about school work
Encouragement regarding school work
Providing resources to complete school work
(Marzano, 2003, p. 128)
Supervision Defined as “the extent to which
parents monitor and control their children’s behavior to optimize academic achievement.” (Marzano, 2003, p. 128)
Fan and Chen (2001) found this to be the lowest correlation concerning achievement.
* close supervision maybe due to
low achievement.
Parental Expectations and Parenting Styles
Fan and Chen (2001) found this to have the largest correlation to achievement.
They concluded that “high expectations communicated to students are associated with enhanced achievement.” as cited in (Marzano, 2003, p.129)
Best parenting style is Authoritative because it allows the child to have input.
Action Steps
Since there is can not physically enter a home and impose what techniques should be used when it comes to parenting, it can however “provide information and training on establishing a home environment conducive to academic success” (Marzano, 2003, p. 131).
Suggestions
On page 131 – there is a bulleted list of suggested mini lessons that can be provided for parents.
Does your campus provide anyone of the mentioned lessons for your community?
Questions to Consider What are the most important
Student Level Factors on your campus?
Does your campus provide training for parents? If so how effective to believe it is in improving student achievement?
As an administrator how would you implement teacher parent communications?
Why is it important to provide training and support for parents?
Parental Involvement Video
http://vodpod.com/watch/696021-the-how-tos-of-parent-involvement?pod=lornacos
References
Marzano, R. J. (2003). What works in schools: Translating research into action. Association for Supervision and Curriculum and Development. Alexandria VA.