1. RESEARCH BINGO!

2. Compared to teachers in a flexible block schedule, teachers in a traditional, fixed-period schedule are more likely to implement a variety of active learning strategies. 302928272625242322212019181716151413121110090807060504030201 00

3. FALSE! Compared to teachers in a traditional, fixed-period schedule, teachers in a flexible block schedule are more likely to implement a variety of active learning strategies. The Handbook of Research in Middle Level Education Anfara (2001)

4. The level of parent and community involvement in school communication, participation, and governance has a direct impact on student achievement. 302928272625242322212019181716151413121110090807060504030201 00

5. TRUE! The level of parent and community involvement in school communication, participation, and governance has a direct impact on student achievement. What Works in Schools: Translating Research into Action Marzano (2003)

6. Standardized testing provides sufficient data on student performance to assess both student learning of specific knowledge and skills and instructional effectiveness of teachers. 302928272625242322212019181716151413121110090807060504030201 00

7. FALSE! Standardized testing is a summative assessment that does not provide sufficient data on student performance to assess both student learning of specific knowledge and skills and instructional effectiveness of teachers. What Works in Schools: Translating Research into Action Marzano (2003)

8. The most effective school-level factors in improving student achievement are the guarantee of the “opportunity to learn” and the “time to learn” for all students. 302928272625242322212019181716151413121110090807060504030201 00

9. TRUE! The most effective school-level factors in improving student achievement are the guarantee of the “opportunity to learn” and “time to learn” for all students. What Works in Schools: Translating Research into Action Marzano (2003)-pp. 15-24

10. During the first year of transition into middle school, students generally experience an overall increase in academic performance, intrinsic motivation, and school attachment. 302928272625242322212019181716151413121110090807060504030201 00

11. FALSE! During the first year of transition into middle school, students generally experience an overall decline in academic performance, intrinsic motivation, and school attachment. What Current Research Says to the Middle Level Practitioner Irvin, ed. (2003)

12. There is no significant difference between low-income and minority children and their more affluent peers in the effect of placement with good teachers. 302928272625242322212019181716151413121110090807060504030201 00

13. FALSE! A recent study found that low-income and minority children benefit the most from good teachers. How Poor and Minority Students Are Shortchanged on Teacher QualityHow Poor and Minority Students Are Shortchanged on Teacher Quality. The Education Trust, 2006.

14. Compared to elementary and high school students, middle grade students are more likely to report feeling bored at school, uncertain about the value of their studies, and doubtful of their ability to be successful. 302928272625242322212019181716151413121110090807060504030201 00

15. TRUE! Compared to elementary and high school students, middle grade students are more likely to report feeling bored at school, uncertain about the value of their studies, and doubtful of their ability to be successful. Academic Achievement in the Middle Grades: What Does Research Tell Us? Southern Regional Education Board (2002)

16. Low-ability students perform worse in low-grouped classrooms than in heterogeneous classrooms. 302928272625242322212019181716151413121110090807060504030201 00

17. TRUE! Low-ability students perform worse in low-grouped classrooms than in heterogeneous classrooms. What Current Research Says to the Middle Level Practitioner Irvin, ed. (2003)

18. A school’s effectiveness is proportional to the extent that the principal can exert control and authority over the staff in all aspects of the school’s functioning. 302928272625242322212019181716151413121110090807060504030201 00

19. FALSE! A school’s effectiveness is proportional to the extent to which teachers participate in all aspects of the school’s functioning – including school policy decisions and reform efforts. School Leadership the Works: From Research to Results Marzano et al. (2005)

20. Utilizing timely assessments that focus on the delivered curriculum provides effective feedback on student learning and improves student achievement. 302928272625242322212019181716151413121110090807060504030201 00

21. TRUE! Utilizing timely assessments that focus on the delivered curriculum provides effective feedback on student learning and improves student achievement. What Works in Schools: Translating Research into Action Marzano (2003)

22. Use of whole-class instruction accelerates learning by allowing students to participate extensively, develop teamwork skills, work cooperatively, and support each other’s learning. 302928272625242322212019181716151413121110090807060504030201 00

23. FALSE! Use of cooperative learning accelerates learning by allowing students to participate extensively, develop teamwork skills, work cooperatively, and support each other’s learning. Handbook of Research on Improving Student Achievement Cawelti (2004)

24. Longer instructional periods provide opportunities for initiating challenging, integrative, and exploratory curricula and encourage the use of varied teaching and learning approaches. 302928272625242322212019181716151413121110090807060504030201 00

25. TRUE! Longer instructional periods provide opportunities for initiating challenging, integrative, and exploratory curricula and encourage the use of varied teaching and learning approaches. The Handbook of Research in Middle Level Education, Anfara (2001)

26. Collaborative decision-making increases teacher satisfaction, commitment to reform, and trust between teachers and administration. 302928272625242322212019181716151413121110090807060504030201 00

27. TRUE! Collaborative decision-making increases teacher satisfaction, commitment to reform, and trust between teachers and administration. What Current Research Says to the Middle Level Practitioner Irvin, ed. (2003)

28. Student achievement is maximized when teachers determine their own curriculum based on their content and pedagogical expertise. 302928272625242322212019181716151413121110090807060504030201 00

29. FALSE! Student achievement is not maximized when teachers determine their own curriculum, but when all teachers address the essential content of a guaranteed and viable curriculum. What Works in Schools: Translating Research into Action Marzano (2003)

30. Flexible scheduling improves student learning by providing the time for integrative instruction, hands-on experiences, constructivist activities, higher order thinking, and reflective processes. 302928272625242322212019181716151413121110090807060504030201 00

31. TRUE! Flexible scheduling improves student learning by providing the time for integrative instruction, hands-on experiences, constructivist activities, higher-order thinking, and reflective processes. The Handbook of Research in Middle Level Education Anfara (2001)

32. Student learning is improved when assessments are aligned with the curriculum being taught and the modes of instruction used. 302928272625242322212019181716151413121110090807060504030201 00

33. TRUE! Student learning is improved when assessments are aligned with the curriculum being taught and the modes of instruction used. Handbook of Research on Improving Student Achievement Cawelti (2004)

34. Advisory programs benefit student social and emotional growth, contribute to a positive school climate, and enhance student-teacher relationships. 302928272625242322212019181716151413121110090807060504030201 00

35. TRUE! Advisory programs benefit student social and emotional growth, contribute to a positive school climate, and enhance student-teacher relationships. The Handbook of Research in Middle Level Education Anfara (2001)

36. Differentiated instruction that emphasizes higher-order thinking skills, hands-on learning, and authentic activities is correlated to both improved student attitudes and higher student achievement. 302928272625242322212019181716151413121110090807060504030201 00

37. TRUE! Differentiated instruction that emphasizes higher- order thinking skills, hands-on learning, and authentic activities is correlated to both improved student attitudes and higher student achievement. Academic Achievement in the Middle Grades: What Does Research Tell Us? Southern Regional Education Board (2002)

38. Homogeneous grouping of students has a positive effect on student performance and closing achievement gaps. 302928272625242322212019181716151413121110090807060504030201 00

39. FALSE! Heterogeneous grouping of students has a positive effect on student performance and closing achievement gaps. Academic Achievement in the Middle Grades: What Does Research Tell Us? Southern Regional Education Board (2002)

40. Use of a variety of instructional strategies – such as cooperative learning, direct instruction, whole- class instruction, and constructivist activities – results in higher student achievement than using any one strategy alone. 302928272625242322212019181716151413121110090807060504030201 00

41. TRUE! Use of a variety of instructional strategies – such as cooperative learning, direct instruction, whole-class instruction, and constructivist activities – results in higher student achievement than using any one strategy alone. Handbook of Research on Improving Student Achievement Cawelti (2004)

42. The overall decline in motivation and behavior during the transition from elementary to middle school is linked to the changes students experience in both academic and behavioral expectations. 302928272625242322212019181716151413121110090807060504030201 00

43. TRUE! The overall decline in motivation and behavior during the transition from elementary to middle school is linked to the changes students experience in both academic and behavioral expectations. What Current Research Says to the Middle Level Practitioner Irvin, ed. (2003)

44. Regardless of the population, high levels of student engagement in the middle grades are positively related to higher academic achievement. 302928272625242322212019181716151413121110090807060504030201 00

45. TRUE! Regardless of the population, high levels of student engagement in the middle grades are positively related to higher academic achievement. Academic Achievement in the Middle Grades: What Does Research Tell Us? Southern Regional Education Board (2002)

46. Effective staff development is job- embedded and team based, providing for collaborative work, a variety of activities to meet teacher learning needs, and follow-up support over a sustained period of time. 302928272625242322212019181716151413121110090807060504030201 00

47. TRUE! Effective staff development is job- embedded and team based, providing for collaborative work, a variety of activities to meet teacher learning needs, and follow-up support over a sustained period of time. Handbook of Research on Improving Student Achievement Cawelti (2004)