Improving Teaching Effectiveness: Variation in Improvement among Schools in the Intensive Partnerships for Effective Teaching. Research Report. RR-A124-1

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Autor/inn/en	Huguet, Alice; Holtzman, Deborah J.; Robyn, Abby; Steiner, Elizabeth D.; Todd, Ivy; Choi, Linda; Baird, Matthew D.; Gutierrez, Italo A.; Garet, Michael S.; Stecher, Brian M.; Engberg, John
Institution	RAND Education and Labor; American Institutes for Research (AIR)
Titel	Improving Teaching Effectiveness: Variation in Improvement among Schools in the Intensive Partnerships for Effective Teaching. Research Report. RR-A124-1
Quelle	(2020), (162 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-977403-69-8
Schlagwörter	Teacher Effectiveness; Partnerships in Education; Teacher Improvement; Educational Change; Low Income Students; Access to Education; Program Effectiveness; Institutional Characteristics; Academic Achievement; Value Added Models; Administrator Behavior; Principals; Group Unity; Teacher Collaboration; Participative Decision Making; Teacher Attitudes; Educational Improvement; Elementary Schools; Middle Schools; Public Schools; Charter Schools; Florida; Tennessee; California; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulpartnerschaft; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Principal; Schulleiter; Gruppenidentität; Lehrerkooperation; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; Charter school; Charter-Schule; Kalifornien
Abstract	In 2018, The RAND Corporation and the American Institutes for Research (AIR) published an evaluation of the Bill & Melinda Gates Foundation's Intensive Partnerships for Effective Teaching (IP) initiative, which was designed to improve achievement among low-income minority (LIM) students. The initiative provided support for several reforms that were theorized to result in improved teacher effectiveness, such as teacher workforce conditions (e.g., hiring, retention, dismissal), teacher-evaluation policies, individualized professional development (PD), strategic compensation, and career ladders. However, the study found that the initiative did not meet its goals of improved teacher effectiveness and greater access to effective teachers among LIM students. Although, on average, there was little improvement, the Gates Foundation, along with researchers from RAND and AIR, speculated that lessons could be learned from variation among schools within the IP sites because some schools had improved more than others. To investigate the factors that might be associated with positive student outcomes at the school level, researchers conducted a qualitative study and a survey study. For the qualitative study, the authors selected 11 pairs of schools from the original study that were similar at the beginning of the initiative but showed differing levels of improvement during the initiative. Researchers interviewed teachers and administrators at these schools and analyzed their responses to identify ways that improving and nonimproving schools varied from the staff perspective. In the survey study, the authors used teacher surveys that were administered in the spring of each year from 2013 through 2016 to look for relationships between staff beliefs and school-level improvement over the course of the IP initiative. Key findings from the study include: (1) In both the qualitative and the survey study, leadership was related to schools' success; (2) The qualitative study found that unity among staff was associated with school improvement, while staff perceptions of contextual factors beyond their control were associated with nonimprovement; (3) Unlike the qualitative study, the survey study found that several factors associated with the IP initiative were significantly related to improvement; and (4) Although an after-the-fact examination of variation among schools that undertook a reform initiative can be useful, planning ahead for such a study would be beneficial. (As Provided).
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