School organizational supports are associated with more interactive and less didactic instruction¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Schools with innovation orientation, reflective dialogue, and instructional leadership show more interactive and less didactic instruction and review. → Julia B. Smith 2001

Evidence¶

Julia B. Smith 2001¶

Julia B. Smith, Valerie E. Lee, and Fred M. Newmann. (2001). Instruction and Achievement in Chicago Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/instruction-and-achievement-chicago-elementary-schools

q2 · i? · associational · r2

Survey-based analysis comparing schools high versus low on three organizational supports measured in the 1997 Consortium survey. Results show "More effective instruction occurs in schools where teachers are oriented toward innovation, where teachers engage in reflective discussions about their practice, and where principals demonstrate leadership in instruction."

"More effective instruction occurs in schools where teachers are oriented toward innovation, where teachers engage in reflective discussions about their practice, and where principals demonstrate leadership in instruction."

Discussion¶

Related Claims¶

• Didactic instruction is negatively associated with one-year achievement gains in reading and mathematics — related
• Interactive instruction declines and didactic instruction increases across elementary grade levels — related
• Elementary schools with NLNS principals show greater innovation and reflective dialogue and less traditional literacy practice — related
• NLNS and UIC elementary schools rated more positively than non-program principal schools on several measures — related
• Elementary schools with clusters of three or more NBCTs demonstrate greater strength on 7 of 12 essential supports measures — related
• Elementary schools with clusters of board-certified teachers and candidates showed higher teacher influence, innovation, and slightly higher collective responsibility — related
• Principal leadership, school orientation toward innovation, and teacher professional community promote professional development quality, with mutual reinforcement — related
• High-trust schools are hypothesized to show greater teacher commitment, orientation to innovation, parent outreach, and collective responsibility — related
• Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms — related
• Frequent instructional review is negatively associated with one-year achievement gains — related
• Increased participation in professional development was not significantly related to later gains in school orientation toward innovation — related
• Higher quality professional development in 1997 predicts increases in school orientation toward innovation from 1997 to 1999 — related