Weak instructional program coherence impairs sustained school improvement even when staff share a test-score goal¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At Wilson school, a shared goal of raising test scores was the only common understanding; teachers used different materials and dealt with frustrations independently, showing how weak coherence can impair sustained improvement efforts. → 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? · qualitative · r1

Case study of Wilson school from the 11-school Chicago Annenberg field study, based on classroom observations and teacher interviews. Despite a shared test-score goal, "Teachers have the same frustrations, but they deal with them independently in their classes within the context of the [test] goal," and teachers within and across grade levels used very different text series and materials.

"Teachers have the same frustrations, but they deal with them independently in their classes within the context of the [test] goal."

Discussion¶

Related Claims¶

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