ERIC Number: ED492033
Record Type: Non-Journal
Publication Date: 2004-Mar
Observing the Five Standards in Practice: Development and Application of the Standards Performance Continuum. Research Brief Number 11
Center for Research on Education, Diversity & Excellence
A growing body of research evidence indicates that implementing CREDE's Five Standards for Effective Pedagogy promotes positive learning outcomes for students. The Five Standards are: (1) Joint Productive Activity (JPA); (2) Language and Literacy Development (LLD); (3) Contextualization: Connecting School to Students' Lives (CTX); (4) Challenging Activities (CA); and (5) Instructional Conversation (IC). They are principles critical for improving the teaching and learning of culturally and linguistically diverse students. Each standard facilitates the construction of knowledge by teacher and students and promotes conceptual elaboration. Through multi-year partnerships with demonstration schools, CREDE researchers and coaches work with teachers on the Five Standards over a sustained period of time. At these sites, CREDE coaches and teachers collaborate to conduct and improve instruction: the Five Standards are integrated into classroom activities structured into multiple, simultaneous activity centers. Student learning outcomes at demonstration schools are reflective of exemplary instruction guided by the standards. The Standards Performance Continuum (SPC) is a 5-level rubric that measures implementation of the Five Standards and is used at demonstration schools to guide and assess professional development activities. Coaches, teachers, and researchers use SPC data to focus and refine instruction, guide and assess the effectiveness of professional development activities, and examine the relationship between teachers' use of the standards and student achievement. This brief discusses the development of the SPC, recent research in which the instrument was used, and areas of application. (Contains 1 figure.)
Descriptors: Teaching Methods, Instructional Effectiveness, Literacy Education, English (Second Language), Second Language Instruction, Educational Improvement, Student Diversity, Standards, Professional Development, Measurement Techniques
Center for Research on Education, Diversity & Excellence. Graduate School of Education, 1640 Tolman Hall, University of California, Berkeley, CA 92740-1670. Tel: 510-643-9524; Fax: 510-643-6239; e-mail: firstname.lastname@example.org; Web site: http://crede.berkeley.edu.
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Center for Research on Education, Diversity and Excellence, Santa Cruz, CA.
Grant or Contract Numbers: N/A