Teacher instructional guidance measures of basic-skills and application-oriented emphasis in language arts and math¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The 1994 teacher survey measures instructional guidance through four Rasch scales: Knowledge, Skill in Language Arts (individual reliability 0.76), Knowledge, Skill in Math (0.70), Application, Analysis, Production in Language Arts (0.77), and Application, Analysis, Production in Math (0.75). Items cover teaching philosophy (e.g., "I teach my students very much like my teachers taught me"), instructional strategies, emphasis on specific skills, and test-preparation time for the ITBS and IGAP. Curricular Alignment is measured as average change in course content per year in ITBS grade-level equivalents.

Design Implications¶

Context¶

Requirements¶

• Teacher self-reports of instructional practice, emphasis, and assessment use in the 1994 survey

Constraints¶

• School-level reliability is missing or very low for some scales, e.g., 0.48 for Knowledge, Skill in Language Arts and 0.07 for Application, Analysis, Production in Math

Target Learners¶

• elementary school teachers in Chicago Public Schools

Target Learning Goals¶

• characterizing the instructional guidance system in language arts and math

Claims¶

• Survey data came primarily from teacher and student surveys conducted in 1994, with school counts varying by measure and wave [+W]

Related Elements¶

• Student-reported learning climate measures covering academic press, personalism, peer support, classroom behavior, engagement, and safety
• Relational Trust measures built from teacher-parent, teacher-principal, and teacher-teacher trust scales across 1991, 1994, and 1997

Examples¶

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Key Sources¶

• Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, John Q. Easton. (2009). Survey Measures, Factors, Composite Variables, and Items Used in Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press. https://consortium.uchicago.edu/publications/organizing-schools-improvement-lessons-chicago