Teachers in the lowest achieving schools are more likely to report that reform has changed and will change their classroom practices, though differences are modest¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? More than half of teachers said reform had not affected their classroom practices, and only 45 percent see the SIP as changing their instructional practices despite two-thirds believing the SIP will make the school better. → Easton 1991
Evidence¶
Easton 1991¶
Easton, J. Q., Bryk, A. S., Driscoll, M., Kotsakis, J. G., Sebring, P. A., & van der Raeg, A. J. (1991). Charting Reform: The Teachers' Turn — Report No. 1 on a Survey of CPS Elementary School Teachers. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-teachers-turn
q2 · i? · associational · r2
Survey self-reports on instructional change; the report notes teachers apparently expect improvement to occur externally rather than through changes in their own classroom practices.
"more than one-half of the teachers said that reform had not had an effect on their classroom practices. Further, fewer than one-half said that their instructional practices will change as a resuIt of the School Improve- ment Plan."
Discussion¶
Related Claims¶
- Teachers and principals report REACH is changing teaching practice and improving communication and collaboration — related
- High school teachers are substantially less positive than elementary school teachers about recent changes, reform impact, and local school leadership — related
- Chicago teachers are far more likely to report improvements in their own work than improvements in student academic performance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instructional-change-highest-in-lowest-achieving-schools |
title |
Teachers in the lowest achieving schools are more likely to report that reform has changed and will change their classroom practices, though differences are modest |
description |
Teachers in the lowest achieving schools are more likely to report that reform has changed and will change their classroom practices, though differences are modest |
status |
review |
evidence_strength |
weak |
newest_evidence |
1991 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — easton-1991 |
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