The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

/pdf/improving-impact-studies-of-teachers-professional-3pzi4k3euo.pdf

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Measurement and control of response bias.

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed. (Note 1)

/pdf/teacher-quality-and-student-achievement-a-review-of-state-2h7rhxq1bi.pdf

Teacher Quality and Student Achievement: A Review of State Policy Evidence

Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we develop a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction. From a cognitive perspective, a key dimension of the implementation process is whether, and in what ways, implementing agents come to understand their practice, potentially changing their beliefs and attitudes in the process. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.

https://www.jstor.org/stable/info/3515992

Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

INTRODUCTION 419 BASIC CONCEPTS 421 Structural Equations and Path Diagrams 421 Model Specification and Research Design 425 Model Testing 427 Model Modification and Reconfirmation 429 Example: Models of Attitude-Behavior Relations 429

Multivariate analysis with latent variables: causal modeling

List of Figures. List of Tables. Preface. Acknowledgments. The Authors. 1. How Does Curriculum Affect Learning? 2. A Model of Curriculum and Learning. 3. Measuring Curriculum and Achievement. 4. The Articulation of Curriculum. 5. Curriculum Variation. 6. The Structure of Curriculum. 7. A First Look at Achievement. 8. Learning and the Structure of Curriculum. 9. Curriculum and Learning Gains Across Countries. 10. Curriculum and Learning Within Countries. 11. Schools Matter. Appendix A: TIMSS Mathematics and Science Curriculum Frameworks. Appendix B: Relationship Between Content Measurement Categories for the TIMSS Framework, Teachers, and TIMSS Test. Appendix C: TIMSS Framework Codes and Number of Items for Each Mathematics and Science Test Subarea. Appendix D: Supplemental Material Related to the Two--Level Analysis of Mathematics Achievement: Chapter Ten. References. Index.

Why Schools Matter: A Cross-National Comparison of Curriculum and Learning. The Jossey-Bass Education Series.

In the last few years, we have been inundated with repetitions of a new schooling myth. From the report on Equality of Educational Opportunity (Coleman et al., 1966) and the most recent reanalyses of its data (Mosteller and Moynihan, 1972) to the Jencks et al book on Inequality (1972), we have been flooded with reports of the lack of effect of schooling. These reports have discouraged professional educators and comforted those who would reduce the resources allocated to education. Moreover, recent teachers' strikes, response to the "energy" crisis, and budget cutbacks passed on as shorter school years and increased class sizes, all have decreased the amount of

Explosion of a Myth: Quantity of Schooling and Exposure to Instruction, Major Educational Vehicles

This article demonstrates the usefulness of analysis of covariance structure procedures for estimating variance components under more general assumptions than are provided in the typical mixed-model analysis of variance. A sequence of eight models is presented based on varying degrees of restrictive assumptions. Maximum likelihood procedures are employed in the estimation of the parameters of the models. The procedures are applied to simulated data and to an empirical example which shows the necessity of the more general assumptions.

Studies of a Class of Covariance Structure Models

Many Visions, Many Aims

(1976). The Teaching—Learning Process in Elementary Schools: A Synoptic View. Curriculum Inquiry: Vol. 6, No. 1, pp. 5-43.

David E. Wiley

Papers

Why Schools Matter: A Cross-National Comparison of Curriculum and Learning. The Jossey-Bass Education Series.

Explosion of a Myth: Quantity of Schooling and Exposure to Instruction, Major Educational Vehicles

Studies of a Class of Covariance Structure Models

Many Visions, Many Aims

The Teaching—Learning Process in Elementary Schools: A Synoptic View