ERIC Number: EJ1026264
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 44
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.
Descriptors: Educational Quality, Learner Engagement, Alignment (Education), Difficulty Level, Lesson Observation Criteria, Teacher Evaluation, Secondary School Teachers, High Schools, Grade 10, Language Teachers, Mathematics Teachers, High School Students, Standardized Tests, Achievement Tests, Scores, Predictive Validity, Interrater Reliability, Scoring, Hierarchical Linear Modeling, Factor Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10
Authoring Institution: N/A