Teacher survey reports of instructional program coherence correlate strongly with researchers' field-based ratings of coherence¶

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¶

q3 i? In the field sample of 11 schools, teacher survey reports in 1997 about instructional coherence correlated 0.70 with researchers' ratings based on a 13-point rubric. → Newmann 2001

Evidence¶

Newmann 2001¶

Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). School Instructional Program Coherence: Benefits and Challenges. Consortium on Chicago School Research. https://eric.ed.gov/?id=ED

q2 · i? · associational · r2

Comparison of teacher survey coherence measures with field-study rubric ratings across 11 Chicago Annenberg Challenge elementary schools. The study found "a strong correlation of 0.70" between the two measures, supporting the validity of the survey-based measure used in achievement analyses.

"We found in the field sample of 11 schools, a strong correlation of 0.70 between teacher survey reports in 1997 about instructional coherence, and the researchers' ratings of each site, based on the 13-point rubric."

Discussion¶

Related Claims¶

• Strong instructional program coherence is uncommon among Chicago elementary schools — related
• More than half of teachers in bottom-quartile schools describe little or no program coherence — related
• In bottom-quartile schools the School Improvement Plan is largely not implemented, with most teachers negative or mixed — related
• Joint problem solving distinguishes top- from bottom-quartile Chicago high schools: half of top-quartile teachers describe strong processes plus 13 percent very strong, while bottom-quartile teachers most often describe weak processes (46 percent) — related