Research Wednesday

Do Audiobooks Count as Reading?
Contributing author: Dr. Douglas Reeves

While surveys indicate that more than 40% of U.S. adults think that listening to a book should not be regarded as genuine reading, Brian Bannon, Chief Librarian of the New York Public Library, disagrees in a November 23, 2025, article.  He notes that while print circulation in the library has remained flat over the past five years, audiobook demand is up 65%.

Hope for Cynics
Contributing author: Dr. Douglas Reeves

In this inspiring book (Hope for Cynics: The Surprising Science of Human Goodness, 2025) by Stanford’s Jamil Zaki, there is a treasure trove of research that will help all of us who support educators and school leaders who are dealing with despair in the dark winter months and pervasive threats to our schools, students, and professional careers. Professor Zaki marshals research and keen observation to make these essential arguments.

A Balanced and Skeptical View of AI in Schools
Contributing author: Dr. Douglas Reeves

In this thoughtful and evidence-rich article (February 12, 2026), the authors cite several randomized control trials (RCT) that provide mixed evidence on the use of AI in schools. My recent book, Education and the Ethics of AI, offers practical ways to avoid cheating – the principal concern of teachers – and use AI in an ethical and constructive way.  This new article notes that when students become dependent on AI, their performance actually decreases, especially when they practice with AI but are later tested without AI assistance. Moreover, while AI can assist with simple tasks, such as learning multiplication tables, it does not enhance students’ reasoning or creative thinking.

The Power of Effective Relationships

It is no surprise that effective relationships are a key to leadership performance and organizational success.  This synthesis of evidence, published January 18, 2025, in the Journal of Applied Positive Psychology, provides the broadest and deepest analysis yet of why leaders must focus on relationships in order to accomplish organizational goals.  The article is a systematic review of the empirical peer-reviewed articles on the impact of positive relational energy.  The studies included a variety of ethnic groups from more than a dozen nations.  

Four Practical Guidelines for Effective Implementation of the Science of Reading

In this November 13, 2025, article, the authors note that before we turn the clock back to 2001 and wind up with the testing regime of No Child Left Behind 2.0, it’s time to take a look at how we are using the assessment data that we already have. Schools are drowning in data, but most of that data is a score that combines several different tests without giving teachers meaningful feedback on how to specifically use data to improve instruction for each student. This means not only getting a score but also individual item scores – something testing companies almost always fail to provide. 

When Grading Becomes Politicized 

My research and writing on grading have generally been aimed at challenging toxic grading practices, such as the use of averages, the zero on the 100-point scale, and grading as punishment. But if ever a score of zero was warranted, it is the case of a University of Oklahoma student who was in a psychology class that required the use of research to analyze information and defend a conclusion.

Authentic Leadership Can Re-energize You to Positively Impact Tier 1 Instruction Across Your School 
Contributing author: Pamela M VanHorn, Ph.D. 

Authentic leadership has a significant impact on the quality and effectiveness of Tier 1 instruction, defined as the core, universal teaching provided to all students within a Multi-Tiered Systems of Supports (MTSS). Tier 1 instruction is designed to be evidence-based, inclusive, and responsive to diverse learners. Authentic leadership plays a critical role in creating the conditions necessary for this level of instruction to succeed. 

Changing the Trajectory – Importance of Using Formative Assessment  
Contributing Author: Dr. Jennifer Bourgeois

One of the central questions we can answer as an educator is: “Did the students learn and understand the material being taught? “While the answer to this question is a simple “yes” or “no,” the bigger question is: “How do you know the students have learned and understood the material being taught?” 

Evidence on the Impact of Coaching

I have learned to be skeptical of television personalities who claim expertise in nearly any field.  That is the prejudice with which I approached the work of Dr. Brene Brown, but I was pleasantly surprised to see how deep the research base on which she bases her conclusions.  Her latest book, Strong Ground (2025), features data from over 16,000 participants in coaching, which should be of interest to our coaches and coaching clients.

The Evidence Already Inside Your School
Contributing Author: Allyson Apsey

One of the most overlooked sources of educational research isn’t in journals or at conferences; it’s already happening inside our own schools. In Less Talk, More Action, we argue that teachers are surrounded by pockets of excellence every day, yet we rarely pause to study them. Much like young scientists discovering the world, powerful research begins when we get curious about what’s working right around us.

Reclaiming Hope in Time of Despair

In this November 24, 2025, article in the New York Times, Senator Cory Booker provides a glimmer of hope for those who are sinking into despair. This is a message that students, teachers, and educational leaders need right now. 

Why Is Student Progress in High-Poverty Schools Frequently Not Sustained?

While there are decades of research on the potential success of students in high-poverty schools, those gains are too seldom sustained past high school graduation. In this November 5, 2025 podcast from the Thomas B. Fordham Institute (The Leaky College Pipeline for High-achieving, Low-income Students, by Michael J. Petrilli), the author paints a bleak picture about the difference between the success of short-term interventions to promote student success and the failure of schools to sustain that success so that it results in higher levels of college enrollment and completion.