English/language arts classes in high-performing CHSRI schools required high academic demand, with high-level skill activities in 21 of 23 observed classes¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In almost all of 23 observed English/language arts classes, students completed activities aimed at building high-level skills such as literary analysis, research and writing, and conceptual thinking without a template. → David Stevens 2008

Evidence¶

David Stevens 2008¶

David Stevens, Sue Sporte, Sara Ray Stoelinga, Alissa Bolz. (2008). Lessons from High Performing Small High Schools in Chicago. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/lessons-high-performing-small-high-schools-chicago

q2 · i? · qualitative · r3

Qualitative classroom observation study of 23 English/language arts classes across three CHSRI schools, spring 2008. Researchers categorized activities by skill type and found "Students spent at least part of the period in activities aimed at building high-level skills in 21 of the 23 observed classes."

"Students spent at least part of the period in activities aimed at building high-level skills in 21 of the 23 observed classes."

Discussion¶

Related Claims¶

• Observed classes in high-performing CHSRI schools showed high or medium student engagement and calm, well-behaved classrooms, with only one low-engagement class — related
• Classroom student characteristics affect teacher observation results for some instruments, more often in English language arts than in math classes — related
• Classrooms in high-performing CHSRI schools showed positive, mutually respectful student-teacher relationships with emotional and academic support — related