Instructional Alignment as a Measure of Teaching Quality

Autor/inn/en	Polikoff, Morgan S.; Porter, Andrew C.
Titel	Instructional Alignment as a Measure of Teaching Quality
Quelle	In: Educational Evaluation and Policy Analysis, 36 (2014) 4, S.399-416 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373714531851
Schlagwörter	Alignment (Education); Instructional Effectiveness; Instructional Innovation; Educational Quality; Academic Standards; Accountability; Outcome Measures; Teacher Effectiveness; Educational Policy; Educational Change; Achievement Gains; Language Arts; Mathematics Instruction; Correlation; Grade 4; Grade 8; Participant Characteristics; Teacher Surveys; State Standards; Content Analysis; Investigations; Regression (Statistics); Colorado; Florida; New York; North Carolina; Tennessee; Texas; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Quality of education; Bildungsqualität; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Politics of education; Bildungspolitik; Bildungsreform; Achievement gain; Leistungssteigerung; Sprachkultur; Mathematics lessons; Mathematikunterricht; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Inhaltsanalyse; Untersuchung; Regression; Regressionsanalyse
Abstract	Recent years have seen the convergence of two major policy streams in U.S. K-12 education: standards/accountability and teacher quality reforms. Work in these areas has led to the creation of multiple measures of teacher quality, including measures of their instructional alignment to standards/assessments, observational and student survey measures of pedagogical quality, and measures of teachers' contributions to student test scores. This article is the first to explore the extent to which teachers' instructional alignment is associated with their contributions to student learning and their effectiveness on new composite evaluation measures using data from the Bill & Melinda Gates Foundation's Measures of Effective Teaching study. Finding surprisingly weak associations, we discuss potential research and policy implications for both streams of policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10