Pressures of the Season: Classroom Quality in Baltimore Elementary Classes and Implications for Improving Instruction. Policy Brief

Institution	Baltimore Education Research Consortium (BERC)
Titel	Pressures of the Season: Classroom Quality in Baltimore Elementary Classes and Implications for Improving Instruction. Policy Brief
Quelle	(2012), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Scoring; Educational Change; Classrooms; Grade 3; Grade 2; Grade 1; Urban Schools; Educational Quality; Educational Improvement; Observation; Emotional Development; Affective Behavior; Teacher Student Relationship; Classroom Techniques; Teaching Methods; Maryland + Suchen Sie Ihr Suchwort? Verantwortung; Bewertung; Bildungsreform; Classroom; Klassenraum; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Beobachtung; Gefühlsbildung; Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This brief presents findings from 347 observations conducted in 23 second and third grade classrooms over two years to paint a picture of the in-school experiences of students who had been first graders in eighth Baltimore City Public Schools in 2007-08. Using the Classroom Assessment Scoring System (CLASS), an observation instrument and protocol developed by researchers at the University of Virginia, a rigorously trained team of classroom observers conducted eight observations in each classroom over two days in January and another eight observations over two days in May. Examination of the differences in classroom quality by grade and by season contributes to the broader research efforts to understand when, where, and how major policy initiatives and accountability paradigms infiltrate and affect the technical core of curriculum and instruction. While this report is focused specifically on the contexts of Baltimore and Maryland, it is clear that most states, districts, and schools across the United States are facing similar dynamics and decision-points as the technical core of curriculum and instruction encounters shifting assessments and accountability contexts. The authors intend for their ongoing research to contribute to better understanding the pertinent theoretical and practical issues from both a Baltimore-based and comparative perspective. [For full report, "Pressures of the Season: Classroom Quality in Baltimore Elementary Classes and Implications for Improving Instruction," see ED535779.] (ERIC).
Anmerkungen	Baltimore Education Research Consortium. 2701 North Charles Street Suite 300, Baltimore, MD 21218. Tel: 410-516-4044; Web site: http://www.baltimore-berc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10