NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1026264
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0018-1498
Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit Protocol for Instructional Improvement and Research
Early, Diane M.; Rogge, Ronald D.; Deci, Edward L.
High School Journal, v97 n4 p219-239 Sum 2014
This paper investigates engagement (E), alignment (A), and rigor (R) as vital signs of high-quality teacher instruction as measured by the EAR Classroom Visit Protocol, designed by the Institute for Research and Reform in Education (IRRE). Findings indicated that both school leaders and outside raters could learn to score the protocol with adequate reliability. Using observations of 33 English language arts (ELA) teachers and 25 mathematics teachers from four high schools, findings indicated that engagement, alignment, and rigor were all predictive of math and ELA standardized achievement test scores when controlling for the previous year's scores, although some of the associations were marginal. Students' self-reports of their engagement in school were also generally predictive of test scores in models that included perceived academic competence and observed engagement, alignment, or rigor. We discuss the importance of classroom engagement, alignment, and rigor as markers of instructional quality and the utility of the EAR Protocol as a means of assessing instructional quality.
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A