Exploring Coherence in English Language Arts Instructional Systems in the Common Core Era. Research Report. RR-A279-1

Autor/inn/en	Polikoff, Morgan; Wang, Elaine Lin; Haderlein, Shira Korn; Kaufman, Julia H.; Woo, Ashley; Silver, Daniel; Opfer, V. Darleen
Institution	RAND Education and Labor; University of Southern California (USC), Rossier School of Education
Titel	Exploring Coherence in English Language Arts Instructional Systems in the Common Core Era. Research Report. RR-A279-1
Quelle	(2020), (66 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English; Language Arts; Common Core State Standards; School Districts; Educational Policy; Teaching Methods; Teacher Attitudes; Alignment (Education); Curriculum Design; Evaluation Methods; Lesson Plans; Guides; Student Evaluation; Teacher Evaluation; Faculty Development; Elementary Secondary Education; Louisiana; Massachusetts; Rhode Island + Suchen Sie Ihr Suchwort? English language; Englisch; Sprachkultur; Common core curriculum; Curriculum; Kerncurriculum; School district; Schulbezirk; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrplangestaltung; Lesson planning; Unterrichtsplanung; Handbuch; Leitfaden; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Master-Studiengang
Abstract	Coherence among components of an instructional system is key to changing teachers' instructional practices in standards-based reforms. Coherence involves working across traditional silos--or system components (e.g., curriculum, professional learning, assessment)--to integrate components to avoid fragmentation of experiences for educators and students. The authors set out to understand how districts and schools are activating various policy levers (i.e., instructional components) to drive instructional coherence and student learning in English language arts (ELA) in the Common Core era. The authors investigate the coherence of teachers' instructional systems using survey data from state-representative samples of teachers and smaller samples of district leaders across three states: Louisiana, Massachusetts, and Rhode Island. Specifically, in spring 2019, the authors asked state-representative samples of teachers in these states about the extent to which their curricula, assessments, and other components of their instructional systems cohered with one another and aligned with state standards. The authors examine the alignment of curriculum to standards, as well as the extent to which four components of instructional systems hypothesized as key to supporting instructional coherence are aligned to standards or the curriculum: curriculum-related resources (e.g., lesson plans, pacing guides), professional development, teacher evaluation, and student assessments. Using these findings, the authors build a measure of the overall extent of coherence in teachers' ELA instructional systems. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01