Research

Research-Driven Tools for Your Campus and Classroom Strategies.

A Proven Foundation

ALL In Learning is built on a mountain of research that has lead to documented, significant gains.

In study after study, key principles emerge:

  • Make a habit of frequent data collection and immediate feedback.  A top “turnaround school” success strategy, it lets teachers see misconceptions so they can reteach or remediate in the moment, and it engages students and gives them ownership of their learning.
  • PLCs / Data Teams should collaborate broadly based on timely hard data. Regular data-driven collaboration helps teachers plan effectively, meet the needs of different learning groups, share their most effective techniques and materials, and work more efficiently, reducing stress.

Bringing It to the Classroom

ALL In Learning makes it easy for teachers to apply the research-driven strategies every day.

  • Clickers are a proven tool for checks for understanding, are very easy for teachers to use, engage every student in seconds, and our approach can be done with no extra work or grading.
  • With doc cams or their phones, they can scan bubble sheets in the blink of an eye, saving hours and giving immediate feedback to students.
  • 1-to-1 mobile-device or computer-based solution gives immediate feedback and reporting.
  • Colorful, immediate, collated reports for teachers and teams.
  • Teams can share materials and use mastery/strategy/remediation plan features.

Read about the research that has shaped ALL In Learning:

(listed alphabetically)

Ainsworth, L. & Viegut, D. Common Formative Assessments. Thousand Oaks: Corwin Press.

Allison, E, Besser, L & Campsen, L. (2010).   Data Teams: The Big Picture: Looking at Data Teams through a Collaborative Lens. Englewood, CO: Lead and Learn Press.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan , 80 (2): 139-148.

Black, P, Harrison, C, Lee, C, Marshall, B & Wiliam, D (2003). Assessment for Learning: Putting it into practice. McGraw-Hill Education, Berkshire, England.

Bambrick-Santoya, P. (2010). Driven by Data. New York: Wiley, John and Sons.

Clarke, S. (2011). Active learning through formative assessment. London: Holder.

Clymer, J. B., & Wiliam, D. (2006/2007). Improving the way we grade science. Educational Leadership, 64(4), 36-42.

Csikszentmihalyi, M. A. (2005). Flow. In A. C. Elliot, Competence and Motivation (pp. 598-608). New York: The Guilford Press.

Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.

Deci, E. (1975). Intrinsic Motivation. New York: Plenum Press.

Dickens, W. F. (2001). Heritability estimates versus large environmental effects: The IQ paradox resolved. Psychological Review, 108, 346-369.

DuFour, R. & Eaker, R. (1998) Professional Learning Communities at Work. Solution Tree Press.

Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.

Elliot, A. F. (2000). Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin, 26, 780-794.

Hattie, J. (2012). Visible Learning for Teachers. Routledge, New York.

Hayes, V. P. (2003). Using pupil self-evaluation within the formative assessment paradigm as a pedagogical tool. Unpublished EdD thesis, University of London

Heward, W. L. (1994). Three “low-tech” strategies for increasing the frequency of active student response during group instruction. In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320).

Gottfried, A. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational

Psychology. Vol 82(3), Sep 1990, 525-538., Vol. 82(3), 525-538.

Johnson, R., & Johnson, D. (1999). Learning: Together and Alone. New York: Allyn and Bacon.

Johnson, D. W., Johnson, R., & Holubec, E. (2008). Cooperation in the classroom (8th Ed.). Edina, MN: Interaction Book Company.

Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente California: Kagan Publishing.

Kamins, M., & Dweck, C. (1998). Contingent self-worth and its effects on young children’s coping with setbacks. Unpublished data.

Leahy,S., Lyon,C., Thompson, M., and Wiliam,D. (2005). Classroom Assessment: Minute by Minute, Day by Day. November 2005, Volume 63, Number 3 Assessment to Promote Learning, Pages 19-24

Marzano, R. J Pickering, D. J. and Pollock, J. E. (2001) Classroom Instruction that Works. Alexandria, VA: ASCD

Mazur, E. (1996). Peer Instruction: A User’s Manual. New York: Addison Wesley.

McLean, A. (2003). The Motivated School. London: Paul Chapman Publishing.

Meerman, R. (2004). Science Conundrums. ABC Science.

Reeves, D. (2004). Accountability in Action. Englewood Colorado: Advanced Learning Press.

Radosevich, D., Salomon, R., Radosevich, D. M., & Kahn, P. (2008). Using Student Response Systems to Increase Motivation, Learning, and Knowledge Retention. Journal of Online Education, Volume 5, Issue 1. October/November.

Randolph, J. J. (2007). Meta-Analysis of the Research on Response Cards; Effects on Test Achievement, Quiz Achievement, Participation, and Off-Task Behavior. Journal of Positive Behavior Interventions, 113-128.

Rogers, S., Ludington, J., & Graham, S. (1997). Motivation and Learning. Evergreen: Peak Learning Systems.

Rohrer, D. B. (2007). Increasing retention without increasing study time. Current Directions in Psychological Science, 16, 183-186.

Sanders, W. (1999). Teachers, Teachers, Teachers! DLC Blueprint.

Schmoker, M. (2006). Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD.

Silvia, P. (2008). Interest: The curious emotion. Current Directions in Psychological Science, 17, 57 – 60.

Stiggins, R. (2007). Introduction to Student-Involved Assessment for Learning Jul 13, 2007. Englewood Cliffs: Pearson.

Thalheimer, W. (2007). Questioning Strategies for Audience Response Systems: How to Use Questions to Maximize Learning, Engagement and Satisfaction. Somerville, MA: Internal Publication: http://www.audienceresponselearning.org/the_report.htm.

Urdan, T. T. (2005). Competence Motivation in the Classroom. In A. D. Elliot, Handbook of Competence and Motivation (pp. 297 – 317). New York: The Guilford Press.

Ward, D. (1977). A Computerized Lecture Preparation and Delivery System. Journal of Educational Technology , 6, 1, 21-32.

Wiliam, D., Lee, C., Harrison, C., & Black, P. J. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles Policy and Practice, 11(1), 49-65

Willingham, D. T. (2009). Why Students Don’t Like School. San Francisco: Jossey-Bass.

Yeh, S. (2011). The Cost-Effectiveness of 22 Approaches for Raising Student Achievement. Information Age Publishing. Charlotte, NC

Our Research is What Sets Us Apart