ERIC Number: EJ1046276
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Instructional Alignment as a Measure of Teaching Quality
Polikoff, Morgan S.; Porter, Andrew C.
Educational Evaluation and Policy Analysis, v36 n4 p399-416 Dec 2014
Recent years have seen the convergence of two major policy streams in U.S. K-12 education: standards/accountability and teacher quality reforms. Work in these areas has led to the creation of multiple measures of teacher quality, including measures of their instructional alignment to standards/assessments, observational and student survey measures of pedagogical quality, and measures of teachers' contributions to student test scores. This article is the first to explore the extent to which teachers' instructional alignment is associated with their contributions to student learning and their effectiveness on new composite evaluation measures using data from the Bill & Melinda Gates Foundation's Measures of Effective Teaching study. Finding surprisingly weak associations, we discuss potential research and policy implications for both streams of policy.
Descriptors: Alignment (Education), Instructional Effectiveness, Instructional Innovation, Educational Quality, Academic Standards, Accountability, Outcome Measures, Teacher Effectiveness, Educational Policy, Educational Change, Achievement Gains, Language Arts, Mathematics Instruction, Correlation, Grade 4, Grade 8, Participant Characteristics, Teacher Surveys, State Standards, Content Analysis, Investigations, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Colorado; Florida; New York; North Carolina; Tennessee; Texas
Identifiers - Assessments and Surveys: Stanford Achievement Tests
Grant or Contract Numbers: N/A