Assessing teacher practice and development: the case of comprehensive literacy instruction

Autor:	Heather J. Hough, David Kerbow, Anthony Bryk, Gay Su Pinnell, Emily Rodgers, Emily Dexter, Carrie Hung, Patricia L. Scharer, Irene Fountas
Rok vydání:	2013
Předmět:	Longitudinal study business.industry media_common.quotation_subject Rubric Test validity Academic achievement Coaching Literacy Education Inter-rater reliability Mathematics education Instrumentation (computer programming) Psychology business media_common
Zdroj:	School Effectiveness and School Improvement. 24:452-485
ISSN:	1744-5124 0924-3453
DOI:	10.1080/09243453.2012.731004
Popis:	In this paper, we report on 2 studies developing, testing, and using an observation tool for measuring primary literacy instruction, the Developing Language and Literacy Teaching (DLLT) rubrics. In Study 1 (an instrumentation study), we show that the DLLT has a high level of internal consistency, that there are high levels of inter-rater reliability when the tool is used by in-school coaches, that the items order consistent with a hypothesized developmental trajectory, and that the DLLT can distinguish between novice and more experienced teachers at one time point. In Study 2 (a 3‐year longitudinal study), we show that the DLLT is sensitive to growth in teaching practice, that this growth is related to exposure to one-on-one coaching, and that teacher practice as measured by the DLLT is related to teachers' value added to student achievement year by year.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::d98e6d439069f5a57127dad254e80bd8 https://doi.org/10.1080/09243453.2012.731004 Zobrazit plný text záznamu