Studying reading instruction with teacher logs: Lessons from the study of instructional improvement

Educational Researcher

Volumn 38, Issue 2, 2009, Pages 120-131

  Rowan, Brian ^a   Correnti, Richard ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Instructional practices; Measurements; Research methodology

Indexed keywords

EID: 68249092294     PISSN: 0013189X     EISSN: 1935102X     Source Type: Journal    
DOI: 10.3102/0013189X09332375     Document Type: Article

References (28)

1. Brophy, J. E., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: MacMillan.
2. Burstein, L., McDonnell, L., Van Winkle, J., Ormseth, T., Mirocha, J., & Guiton, G. (1995). Validating national curriculum indicators. Santa Monica, CA: RAND.
3. Camburn, E., & Barnes, C. A. (2004). Assessing the validity of a language arts instruction log through triangulation. Elementary School Journal, 105, 49-74.
4. Camburn, E., & Han, S. W. (2006). Factors affecting the validity of teachers' reports of instructional practice on annual surveys (Working paper of the Consortium for Policy Research in Education). Madison: Wisconsin Center for Education Research.
5. Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
6. Cooley, W. W., & Leinhardt, G. (1980). The Instructional Dimensions Study. Educational Evaluation and Policy Analysis, 2, 7-25.
7. Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). The early years: Algorithm-guided individualized reading instruction. Science, 315(5811), 464-465.
8. Correnti, R. (2005). Literacy instruction in CSR Schools: Consequences of design specification on teacher practice. Unpublished doctoral dissertation, University of Michigan.
9. Correnti, R. (2007). An empirical investigation of professional development effects on literacy instruction using daily logs. Educational Evaluation and Policy Analysis, 29, 239-261.
10. Correnti, R., & Rowan, B. (2007). Opening up the black box: Literacy instruction in schools participating in three comprehensive school reform programs. American Educational Research Journal, 44, 298-338.
11. Embretson, S. E., & Reise, S. P. (2000). Item response theory for psychologists. Mahwah, NJ: Lawrence Erlbaum.
12. Hiebert, J., Stigler, J. W., Jacobs, J. K., Givvin, K. B., Garnier, H., Smith, M., et al. (2005). Mathematics teaching in the United States today (and tomorrow): Results from the TIMSS 1999 Video Study. Educational Evaluation and Policy Analysis, 27, 111-132.
13. Jackson, P. W. (1990). Life in classrooms. New York: Teachers College Press.
14. Mayer, D. (1999). Measuring instructional practice: Can policymakers trust survey data? Educational Evaluation and Policy Analysis, 21, 29-45.
15. Meyer, J. W., & Rowan, B. (1978). The structure of educational organizations. In M. W. Meyer & Associates, Organizations and environments (pp. 78-109). San Francisco: Jossey-Bass.
16. Mullens, J. E., & Gayler, K. (1999). Measuring classroom instructional processes: Using survey and case study fieldtest results to improve item construction (Working Paper No. 1999-08) Washington, DC: U.S. Department of Education National Center for Education Statistics.
17. Pianta, R., Belsky, J., Houts, R., & Morrisson, F. (2007). Opportunities to learn in America's elementary classrooms. Science, 315, 1795-1796.
18. Porter, A. C. (1989). A curriculum out of balance: The case of elementary school mathematics. Educational Researcher, 18(5), 9-15.
19. Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31(7), 3-14.
20. Porter, A. C., Kirst, M. W., Osthoff, E. J., Smithson, J. L., & Schneider, S. A. (1993). Reform up close: An analysis of high school mathematics and NCE classrooms. Madison: Wisconsin Center for Educational Research.
21. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage.
22. Rogosa, D., Floden, R., & Willet, J. B. (1984). Assessing the stability of teacher behavior. Journal of Educational Psychology, 76, 1000-1027.
23. Rowan, B., Camburn, E., & Correnti, R. (2004). Using teacher logs to measure the enacted curriculum in large-scale surveys: Insights from the Study of Instructional Improvement. Elementary School Journal, 105, 75-102.
24. Rowan, B., Correnti, R., Miller, R., & Camburn, E. (in press). School improvement by design: Lessons from a study of comprehensive school reform programs. In G. Sykes, B. L. Schneider, & D. N. Plank (Eds.), Handbook of education policy research. Washington, DC: American Educational Research Association/Routledge.
25. Rowan, B., & Miller, R. J. (2006, April). Organizing schools for instructional improvement: A longitudinal study of three CSR models. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
26. Rowan, B., & Miller, R. J. (2007). Organizational strategies for promoting instructional change: Implementation dynamics in schools working with comprehensive school reform providers. American Educational Research Journal, 44, 252-297.
27. Rowan, B., Raudenbush, S. W., Correnti, R., Schilling, S. G. & Johnson, C. (2005, May). Studying "balance" in balanced literacy instruction: How different mixes of word analysis and text comprehension instruction affect first grade students' reading achievement. Paper prepared for research seminar on learning from longitudinal data, National Center for Education Statistics, Washington, DC.
28. Smithson, J., & Porter, A. (1994). Measuring classroom practice: Lessons learned from efforts to describe the enacted curriculum-The reform up close study (CPRE Research Report Series No. 31). Madison, WI: Consortium for Policy Research in Education.