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Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit Protocol for Instructional Improvement and Research

Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit... Abstract: 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit Protocol for Instructional Improvement and Research

The High School Journal , Volume 97 (4) – May 29, 2014

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Abstract: 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.

Journal

The High School JournalUniversity of North Carolina Press

Published: May 29, 2014

There are no references for this article.