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ERIC Number: ED390906
Record Type: RIE
Publication Date: 1995
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Authentic Pedagogy: Standards That Boost Student Performance.
Newmann, Fred M.; And Others
Issues in Restructuring Schools, n8 Spr 1995
This report presents general criteria for authentic pedagogy, instructional activities rooted in a primary concern for high standards of intellectual quality, as well as more specific standards that can be used to judge the quality of assessment tasks, classroom lessons, and student performance. Examples are given of tasks, lessons, and student performance that score well on these standards. Evidence is also presented, based on a study of 24 restructured schools, that authentic pedagogy can result in improved student performance regardless of gender, race, ethnicity, or socioeconomic status. Three mathematics and social studies classes at each school, in grades 4 and 5, 7 and 8, and 9 and 10 were studied, and each teacher was asked to submit at least 2 assessment tasks with information on how the task was given to students. At least two samples of student work were received from 45% of students in the classes studied. Although all of these schools had made significant progress in structural reorganization, the quality of authentic pedagogy varied widely, as did student performance. It was apparent that some teachers have barely begun the journey toward higher quality instruction and assessment in spite of the demonstrated positive effects of authentic pedagogy and assessment on student achievement. Examples of tasks, lessons, and student performance are included. (Contains 3 tables and 1 figure.) (SLD)
Center on Organization and Restructuring of Schools, University of Wisconsin-Madison, 1025 West Johnson Street, Madison, WI 53706; Internet:llynn@macc.wisc.edu (free).
Publication Type: Reports - Evaluative; Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.; Center on Organization and Restructuring of Schools, Madison, WI.
Identifiers: N/A