Teachers rated basic or unsatisfactory in classroom management were unlikely to achieve high ratings on instructional practices, especially instructional demand¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers with a basic or unsatisfactory rating for classroom management were unlikely to achieve high ratings on important instructional practices, especially instructional demand. → Daniel C. Humphrey 2009

Evidence¶

Daniel C. Humphrey 2009¶

Daniel C. Humphrey, Patrick M. Shields. (2009). High School Reform in Chicago Public Schools: An Overview. SRI International / Consortium on Chicago School Research. https://eric.ed.gov/?q=High+School+Reform+in+Chicago+Public+Schools+An+Overview

q2 · i? · associational · r1

Finding from the companion observation analysis, A Snapshot of High School Instruction in CPS, as reported in this overview's discussion of ongoing hiring and teacher quality. The report states unsatisfactory classroom management "precluded both novice and veteran teachers from reaching proficiency in other instruction areas"; no effect size was printed.

"Indeed, teachers with a “basic” or “unsatisfactory” rating for classroom management were unlikely to achieve high ratings on important instructional practices, especially instructional demand."

Discussion¶

Related Claims¶

• Most IDS and Renaissance 2010 teachers fell below proficient on communication skills, and a majority of teachers including AMPS teachers ranked basic or unsatisfactory on quality of questions — related
• Across 78 observed classrooms, 46% of teacher ratings were at the unsatisfactory or basic level, with AMPS teachers earning generally higher ratings than IDS and Renaissance 2010 teachers — related