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Articles 1 - 12 of 12

Full-Text Articles in Education

Infrastructure Redesign And Instructional Reform In Mathematics: Formal Structure And Teacher Leadership, Megan Hopkins, James P. Spillane, Paula Jakopovic, Ruth M. Heaton Dec 2013

Infrastructure Redesign And Instructional Reform In Mathematics: Formal Structure And Teacher Leadership, Megan Hopkins, James P. Spillane, Paula Jakopovic, Ruth M. Heaton

CPRE Journal Articles

Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system's efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the district's infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice- and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics ...


In Search Of Leading Indicators In Education, Jonathan A. Supovitz, Ellen Foley, Jacob Mishook Jul 2012

In Search Of Leading Indicators In Education, Jonathan A. Supovitz, Ellen Foley, Jacob Mishook

CPRE Journal Articles

Data have long been considered a key factor in organizational decision-making (Simon, 1955; Lindblom & Cohen, 1979). Data offer perspective, guidance, and insights that inform policy and practice (Newell & Simon, 1972; Kennedy, 1984). Recently, education policymakers have invested in the use of data for organizational improvement in states and districts with such initiatives as Race to The Top (United States Department of Education, 2010) and the development of statewide longitudinal data systems (Institute for Education Sciences, 2010). These and other initiatives focus attention on how data can be used to foster learning and improvement. In other fields, including economics and business, much work has been done to identify leading indicators that predict organizational outcomes. In this paper ...


Conceptualizing School Leadership And Management From A Distributed Perspective: An Exploration Of Some Study Operations And Measures, James P. Spillane, Kaleen Healey Dec 2010

Conceptualizing School Leadership And Management From A Distributed Perspective: An Exploration Of Some Study Operations And Measures, James P. Spillane, Kaleen Healey

CPRE Journal Articles

A distributed perspective on school leadership and management has garnered considerable attention from policy makers, practitioners, and researchers in many countries over the past decade. However, we should be skeptical of its appeal as a measure of worth. While optimism is high with respect to taking a distributed perspective, we urge caution by arguing for more attention to research fundamentals in the form of study operations and research measures before seeking causal inferences. The question is not, does distributed leadership work? but rather, how are leadership and management related to school and classroom conditions and school outcomes? To answer this ...


Teacher Learning And Instructional Change: How Formal And On-The-Job Learning Opportunities Predict Change In Elementary School Teachers' Practice, Leigh Mesler Parise, James P. Spillane Mar 2010

Teacher Learning And Instructional Change: How Formal And On-The-Job Learning Opportunities Predict Change In Elementary School Teachers' Practice, Leigh Mesler Parise, James P. Spillane

CPRE Journal Articles

Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a mid-sized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts.


Teacher Quality And Educational Equality: Do Teachers With Higher Standards‐Based Evaluation Ratings Close Student Achievement Gaps?, Geoffrey D. Borman, Steven M. Kimball Sep 2005

Teacher Quality And Educational Equality: Do Teachers With Higher Standards‐Based Evaluation Ratings Close Student Achievement Gaps?, Geoffrey D. Borman, Steven M. Kimball

CPRE Journal Articles

Using standards‐based evaluation ratings for nearly 400 teachers, and achievement results for over 7,000 students from grades 4–6, this study investigated the distribution and achievement effects of teacher quality in Washoe County, a mid‐sized school district serving Reno and Sparks, Nevada. Classrooms with higher concentrations of minority, poor, and low‐achieving students were more likely to be taught by teachers with lower evaluation scores. Two‐level multilevel models, nesting students within classrooms, tended to show higher mean achievement in classrooms taught by teachers of higher than lower quality, with differences of approximately one‐tenth of 1 ...


Using Teacher Logs To Measure The Enacted Curriculum: A Study Of Literacy Teaching In Third‐Grade Classrooms, Brian Rowan, Eric Camburn, Richard Correnti Sep 2004

Using Teacher Logs To Measure The Enacted Curriculum: A Study Of Literacy Teaching In Third‐Grade Classrooms, Brian Rowan, Eric Camburn, Richard Correnti

CPRE Journal Articles

In this article we examine methodological and conceptual issues that emerge when researchers measure the enacted curriculum in schools. After outlining key theoretical considerations that guide measurement of this construct and alternative strategies for collecting and analyzing data on it, we illustrate one approach to gathering and analyzing data on the enacted curriculum. Using log data on the reading/language arts instruction of more than 150 third‐grade teachers in 53 high‐poverty elementary schools participating in the Study of Instructional Improvement, we estimated several hierarchical linear models and found that the curricular content of literacy instruction (a) varied widely ...


Using Instructional Logs To Study Mathematics Curriculum And Teaching In The Early Grades, Brian Rowan, Delena M. Harrison, Andrew Hayes Sep 2004

Using Instructional Logs To Study Mathematics Curriculum And Teaching In The Early Grades, Brian Rowan, Delena M. Harrison, Andrew Hayes

CPRE Journal Articles

In this article we describe the mathematics curriculum and teaching practices in a purposive sample of high‐poverty elementary schools working with 3 of the most widely disseminated comprehensive school reform programs in the United States. Data from 19,999 instructional logs completed by 509 first‐, third‐, and fourth‐grade teachers in 53 schools showed that the mathematics taught in these schools was conventional despite a focus in the schools on instructional improvement. The typical lesson focused on number concepts and operations, had students working mostly with whole numbers (rather than other rational numbers), and involved direct teaching or review ...


Developing Measures Of Content Knowledge For Teaching Reading, Geoffrey Phelps, Stephen Schilling Sep 2004

Developing Measures Of Content Knowledge For Teaching Reading, Geoffrey Phelps, Stephen Schilling

CPRE Journal Articles

In this article we present results from a project to develop survey measures of the content knowledge teachers need to teach elementary reading. In areas such as mathematics and science, there has been great interest in the specialized ways teachers need to know a subject to teach it to others—often referred to as pedagogical content knowledge. However, little is known about what teachers need to know about reading to teach it effectively. We begin the article by discussing what might constitute content knowledge for teaching reading and by describing the survey items we wrote. Next, factor and scaling results ...


An Exploration Of The Pay Levels Needed To Attract Students With Mathematics, Science And Technology Skills To A Career In K-12 Teaching, Anthony Milanowski Dec 2003

An Exploration Of The Pay Levels Needed To Attract Students With Mathematics, Science And Technology Skills To A Career In K-12 Teaching, Anthony Milanowski

CPRE Journal Articles

In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors ...


A Case Study Of Professional Development Expenditures At A Restructured High School, Sarah Archibald, H. Alix Gallagher May 2002

A Case Study Of Professional Development Expenditures At A Restructured High School, Sarah Archibald, H. Alix Gallagher

CPRE Journal Articles

This article is an analysis of professional development spending in a recently restructured urban high school. This study describes the school's restructuring effort, the ways in which professional development in the school supports the effort, and the ways in which the school reallocated resources to create funds for professional development spending. We then apply the framework of professional development costs proposed by Odden, Archibald, Fermanich and Gallagher (forthcoming) to the professional development expenditures in the school. Information regarding professional development expenditures was obtained from budget and planning documents as well as interviews with school and district personnel. These data ...


Educational Performance And Charter School Authorizers: The Accountability Bind, Katrina Bulkley Oct 2001

Educational Performance And Charter School Authorizers: The Accountability Bind, Katrina Bulkley

CPRE Journal Articles

Charter schools involve a trading of autonomy for accountability. This accountability comes through two forces—markets through the choices of parents and students, and accountability to government through the writing of contracts that must be renewed for schools to continue to operate. Charter schools are supposed to be more accountable for educational performance than traditional public schools because authorizers have the ability to revoke charter contracts. Here, I focus on one central component of accountability to government: performance accountability or accountability for educational outcomes to charter school authorizers through the revocation or non-renewal of charter contracts. In this paper, I ...


Committing To Class-Size Reduction And Fining The Resources To Implement It: A Case Study Of Resource Reallocation, Allan Odden, Sarah Archibald Aug 2001

Committing To Class-Size Reduction And Fining The Resources To Implement It: A Case Study Of Resource Reallocation, Allan Odden, Sarah Archibald

CPRE Journal Articles

This article discusses how a medium-sized school district in Wisconsin was able to reallocate resources to reduce class sizes in grades K-5 without spending more money or increasing its tax rate. Previous research on resource reallocation found that the bulk of reallocated resources were those supporting categorical program services. This district was able to use a different strategy. As a growing district, its marginal costs of adding an extra class of students were much less than its average expenditures per pupil, which were reimbursed by the state school finance formula. As the district grew, therefore, it acquired excess revenues. Also ...