CIBRS: Center for Instructional and Behavioral Research in Schools
Our Mission & Our Vision
The purpose of this Center for Instructional and Behavioral Research in Schools (CIBRS) is to promote and fund research and community outreach related to the prevention of student failures (academic, social, health, mental health) in educational settings. Our research is focused on the application of scientific methods to understand how specific actions can be implemented to prevent student failure and dysfunction. This process involves collaborations among a wide-range of interested parties across the university to focus specifically on prevention efforts as they relate to education – broadly defined as public schooling from pre-school through post-secondary education.
New Study Published: Exploring instructional differences and school performance in high-poverty elementary schools
Regina G. Hirn, Alexandra Hollo & Terrance M. Scott
Using Hierarchical Linear Modeling, 22 title I elementary schools were evaluated to explain differences in student achievement. Findings identified teachers’ use of engagement as the only significant factor. As a general rule, students in high achieving poverty schools receive more than 260 additional opportunities to respond during instruction each week.
Preventing School Failure: Published online June 30, 2017 http://dx.doi.org/10.1080/1045988X.2017.1329197
New Book from CIBRS research published
Scott, T. M., Hirn, R. G., & Cooper, J. (2017)
Teacher and Student Behaviors: Keys to Success in Classroom Instruction.
Rowan and Littlefield Publishing, 2017
Over the past several years we have completed well over 8000 observations of classrooms from across a full range of ages, locations, and demographics (e.g., subject matter, group size, number of adults, gender and ethnicity of teacher and student). These observations have involved quantitative counts of a range of teacher instructional behaviors and student behaviors including degrees of engagement and disruption. Some descriptive analyses have been published but we are finding that (a) there are too many overlapping relationships among variables to publish as a set of individual papers and (b) there have been a number of interesting stories that we want to tell from these experiences working in a wide range of classrooms. This book describes how we developed this large data set, what it is like to visit multiple classrooms in different schools, what the data tell us about teaching and learning in our public schools, and what implications there may be for policy (training teachers, school PD, research, and understanding interaction effects).
“I have put this book on my best-book-shelf because the message is clear: To maximize the probability of student learning, teach explicitly, deliberately, and relentlessly. Don’t leave student learning to chance….take advantage of every precious instructional minute by engaging every student, creating maximum opportunities to respond, and giving frequent and effective feedback. The authors challenge you to set the teaching bar high, and make every effort to beat the odds.”
George Sugai, Ph.D.
Carole J. Neag Endowed Professor
University of Connecticut
“The evidence is here… A well conceptualized and thoroughly researched resource for all teacher preparation programs. Teacher behaviors matter and do effect student learning- direct instruction, opportunities to respond, and frequent feedback are indispensable skills that must be present at high rates in every classroom.”
Alumni Distinguished Professor
“This book documents critical teacher behaviors necessary for academic and behavioral success of students in the classroom and is a critical addition to any pre-service or in-service training on effective instruction and classroom management. What’s more important than the documentation of the status quo in teaching, is that the authors provide practical suggestions for both teachers and administrators to consider.”
Professor of Special Education
University of Utah