Improving Math and Science Instructional Quality: Evidence from a Rural Consortium-Based Reform Initiative

Autor/inn/en	Mokher, Christine G.; Pearson, Juliana; Geraghty, Thomas
Titel	Improving Math and Science Instructional Quality: Evidence from a Rural Consortium-Based Reform Initiative
Quelle	In: Planning and Changing, 50 (2021) 1-2, S.37-57 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Mathematics Instruction; Science Instruction; Difficulty Level; Academic Standards; Consortia; Educational Quality; Comparative Analysis; Educational Improvement; Rural Schools; Grants; Career Readiness; Teacher Effectiveness; Advanced Courses; Statewide Planning; Educational Change; Faculty Development; Outcomes of Education; Classroom Observation Techniques; Tennessee + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schwierigkeitsgrad; Vereinigung; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Grant; Finanzielle Beihilfe; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fortgeschrittenenunterricht; Planwirtschaft; Bildungsreform; Lernleistung; Schulerfolg
Abstract	Rural schools face particular challenges with teacher quality. The Northeast Tennessee College and Career Ready Consortium was a collaborative reform effort among rural schools with a key goal of improving the quality of instruction in math and science to support its efforts to expand academically rigorous courses. This study examines progress made by the Consortium relative to a group of matched comparison schools in improving instructional quality between 2011 and 2014 during the implementation of a federal Investing in Innovation Fund (i3) grant. Based on a difference-indifferences analysis of over 400 classroom observations, we find evidence of broad-based instructional quality gains in the Consortium, particularly among advanced science classes. Although some of the improvement may be attributable to Consortium-specific activities, some improvements may also stem from statewide and nationwide initiatives during this period. We conclude with implications for rural schools in other settings. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01