Measuring Classroom Discussions in Mathematics and Literacy
Summary
The project seeks to develop reliable and valid measures of classroom discussion that can be used at scale. Additionally, the eventual goal is to convert our measurement system into an intelligent computer agent that can be used both as a tool for diagnosing teachers’ capacities for leading classroom discussions and for teacher training. Classroom discussions that encourage students to construct and evaluate their own and each others’ ideas and promote the development of students’ intellectual authority over their ideas are associated with the quality of students’ problem solving, understanding, and learning across subject areas. However, most studies of classroom discussions have been descriptive or have focused on limited aspects of a discussion. In our approach we plan to develop systems simultaneously in literacy and mathematics and discipline our work with measurement principles. Our team of five faculty members and two graduate students will work collaboratively to develop coding schemes based on videotapes and transcripts of lessons. The system will be tried out with live classroom lessons in the second year of work. Our belief is that our development process will result in clear and useful measuring tools.
People
Project Publications
- Rowan, B. & Raudenbush, S. & Correnti, R. & Schilling, S. & Johnson, C. (In Press). Using survey data to examine how different mixes of word analysis and text comprehension instruction affect first grade students’ reading achievement. Paper prepared for NCES seminar, Learning from Longitudinal Data in Education.
- Carlisle, J. & Correnti, R. & Phelps, G. & Zang, J. (2009). Exploration of the Contribution of Teachers’ Knowledge About Reading to Their Students’ Improvement in Reading. Reading and Writing, v.22(4), 457-486.
- Rowan, B. & Correnti, R. (2009). Studying Reading Instruction with Teacher Logs: Lessons from A Study of Instructional Improvement. Educational Researcher, v.38(2), 120-131.
- Rowan, B. & Jacob, R. & Corenti, R. (2009). Using instructional logs to identify quality in educational settings. New Directions for Youth Development, No.121, 5-31.
- Rowan, B., and Correnti, R. (2009). Measuring reading instruction with teacher logs. Educational Researcher, v.38(7), 549-551.
- Rowan, B. & Camburn, E. & Correnti, R. (2008). Using time diaries to study instruction in schools. In Belli, R. & Stafford, F. & Alwin, D. (Ed.s) Using calendar and diary methodologies in life events research. Thousand Oaks, CA: Sage Publications.
- Correnti, R. (2007). An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs. Educational Evaluation and Policy Analysis, v.29 (4), 262-295. (Abstract-html)
- Rowan, B. & Camburn, E. & Correnti, R. (2004). Using teacher logs to measure the enacted curriculum: A study of literacy teaching in third-grade classrooms. Elementary School Journal, 105, 75-102 .
- Atkins-Burnett, S. & Rowan, B. & Correnti, R. (2001). Administering standardized tests to young children: How mode of administration affects the reliability and validity of standardized measures of student achievement in kindergarten and first grade. Consortium for Policy Research in Education, Study of Instructional Improvement, research Note S-1. Ann Arbor: University of Michigan.
- Ball, D. & Camburn, E. & Correnti, R. & Phelps, G. & Wallace, R. (1999). New tools for research on instruction and policy: A web-based teacher log (CTP Working Paper W-99-2). Seattle: Center for the Study of Teaching and Policy, University of Washington.
