Using Classroom Artifacts to Measure the Efficacy of a Professional Development. CRESST Report 761

This report describes a classroom artifact measure and presents early findings from an efficacy study of WestEd's Reading Apprenticeship (RA) professional development program. The professional development is designed to teach high school teachers how to integrate subject-specific literacy instr...

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Bibliographic Details
Published inNational Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Main Authors Silk, Yael, Silver, David, Amerian, Stephanie, Nishimura, Claire, Boscardin, Christy Kim
Format Report
LanguageEnglish
Published National Center for Research on Evaluation, Standards, and Student Testing (CRESST) 01.09.2009
Subjects
Academic Achievement
Adolescents
Educational Practices
Feedback (Response)
History Instruction
Integrated Curriculum
Literacy
Measures (Individuals)
Professional Development
Reading Instruction
Secondary School Teachers
Teacher Evaluation
Teacher Student Relationship
California
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Summary:This report describes a classroom artifact measure and presents early findings from an efficacy study of WestEd's Reading Apprenticeship (RA) professional development program. The professional development is designed to teach high school teachers how to integrate subject-specific literacy instruction into their regular curricula. The current RA study is notable in that it is the first to include random assignment in its design. The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) designed a teacher assignment instrument to address the question of whether treatment teachers demonstrate greater integration of literacy into their instructional practice than control teachers. Early findings based on preliminary data from participating history teachers indicate that treatment teachers outperformed control teachers on 6 out of 11 rubric dimensions. These dimensions address opportunities for reading in the assignment, the strategies in place to support successful reading, teacher support for reading engagement, and student feedback. Data collection will conclude at end of the 2008-2009 school year, followed by a final report. Teacher Assignment Coversheets are appended. (Contains 1 figure and 3 tables.)