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Teachers’ assignments as indicators of classroom practice in elementary schools (CSE Technical Report 545)

Matsumura, Lindsay Clare and Valdes, Rosa and Pascal, J and Steinberg, J (2001) Teachers’ assignments as indicators of classroom practice in elementary schools (CSE Technical Report 545). Technical Report. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California, Graduate School of Education & Information Studies.

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Abstract

This report describes ongoing research investigating the use of teachers' assignments as an indicator of classroom practice. The purpose of this work is to develop a measure of students' learning environments that could potentially be used to help monitor the influence of school reform efforts on the quality of the classroom learning environment and support the improvement of instructional practice. Past research indicated good results in regard to the technical quality and feasibility of the method for describing practice in urban school environments. This report describes additional research investigating the reliability and validity of this method for describing the quality of students' learning environments in schools serving higher achieving and middle-class elementary school students as well. Results indicated good reliability between raters, but not within raters over time. Results also indicated that the quality of assignments was statistically significantly associated with the quality of observed instruction and student work. Finally, results indicated that at least three assignments would need to be collected from teachers to determine a stable estimate of quality.

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Details

Item Type: Monograph (Technical Report)
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Matsumura, Lindsay Clarelclare@pitt.eduLCLARE
Valdes, Rosa
Pascal, J
Steinberg, J
Monograph Type: Technical Report
Date: 2001
Date Type: Publication
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Publisher: National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Place of Publication: University of California, Graduate School of Education & Information Studies
Institution: National Center for Research on Evaluation, Standards, and Student Testing
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
Official URL: http://www.cse.ucla.edu/products/reports.php?actio...
Other ID: CSE Technical Report 545
Additional Information: Copyright holders: The Regents of the University of California
Date Deposited: 09 Oct 2015 16:23
Last Modified: 01 Nov 2017 14:00
URI: http://d-scholarship.pitt.edu/id/eprint/26215

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