What Is the Promise of Large-Scale Classroom Practice Measures for Informing Us about Equity in Student Opportunities-To-Learn? An Example Using the Colorado TIMSS.

Autor/in	Snow-Renner, Ravay
Titel	What Is the Promise of Large-Scale Classroom Practice Measures for Informing Us about Equity in Student Opportunities-To-Learn? An Example Using the Colorado TIMSS.
Quelle	(2001), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Access to Education; Accountability; Elementary Education; Elementary School Students; Equal Education; Measurement Techniques; Colorado; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Elementarunterricht; Messtechnik
Abstract	Academic achievement and opportunity to learn (OTL) were studied using data from the 1995 Third International Mathematics and Science Study (TIMSS) for Colorado students at the elementary level. The study used a comprehensive definition of OTL that included content coverage, curricular focus, duration of instruction, and instructional strategies. The implications for using large-scale measures to indicate how fairly educational opportunities were distributed were studied in a context of comparative accountability measures. Data were from 104 third and fourth grade classes in 50 schools, for a total of 2,163 students. The data patterns indicate that a survey measure of OTL can provide some reasonable information about the nature and distribution of instructional practices in different classrooms. This information is at a relatively "broad brush" level of specificity, but it does support the idea that some classes have access to content topics more than others do. Large scale measures of OTL have promise for providing general information about students' experiences in the classroom, but they are not technically sound enough to provide rigorous data in an era of high-stakes accountability. (Contains 5 tables and 46 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC