237
Views
1
CrossRef citations to date
0
Altmetric
Intervention, Evaluation, and Policy Studies

The Impact of a Virtual Coaching Program to Improve Instructional Alignment to State Standards

, , , &
Pages 19-42 | Received 07 Jun 2021, Accepted 03 Nov 2022, Published online: 25 Jan 2023

References

  • Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034–1037. https://doi.org/10.1126/science.1207998
  • Angrist, J. D., Imbens, G. W., & Rubin, D. B. (1996). Identification of causal effects using instrumental variables. Journal of the American Statistical Association, 91(434), 444–455. https://doi.org/10.2307/2291629
  • Atchison, D., Garet, M. S., Smith, T. M., & Song, M. (2022). The validity of measures of instructional alignment with state standards based on surveys of enacted curriculum. AERA Open, 8(1), 233285842210987–233285842210917. https://doi.org/10.1177/23328584221098761
  • Cameron, A. C., & Trivedi, P. K. (2010). Microeconometrics using stata. (rev. ed.). Stata Press.
  • Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430–454. https://doi.org/10.1086/657654
  • Clune, W. H. (1993). Systemic educational policy: A conceptual framework. In S. H. Fuhrman (Ed.), Designing coherent educational policy (pp. 125–140). Jossey-Bass.
  • Coburn, C. E., Hill, H. C., & Spillane, J. P. (2016). Alignment and accountability in policy design and implementation: The Common Core State Standards and implementation. Research. Educational Researcher, 45(4), 243–251. https://doi.org/10.3102/0013189X16651080
  • Common Core State Standards Initiative. (2021). Standards in your state. http://www.corestandards.org/standards-in-your-state/
  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
  • Desimone, L. M., Stornaiuolo, A., Flores, N., Pak, K., Edgerton, A., Nichols, T. P., Plummer, E. C., & Porter, A. (2019). Successes and challenges of the “new” college- and career-ready standards: Seven implementation trends. Educational Researcher, 48(3), 167–178. https://doi.org/10.3102/0013189X19837239
  • Diamond, J. B. (2007). Where the rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction. Sociology of Education, 80(4), 285–313. https://doi.org/10.1177/003804070708000401
  • Gamoran, A., Porter, A. C., Smithson, J., & White, P. A. (1997). Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis, 19(4), 325–338. https://doi.org/10.3102/01623737019004325
  • Garet, M. S., Heppen, J. B., Walters, K., Smith, T. M., & Yang, R. (2016). Does content-focused teacher professional development work? Findings from three Institute of Education Sciences studies (NCEE 2017-4010). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. http://ies.ed.gov/ncee/pubs/20174010/pdf/20174010.pdf
  • Garet, M., Wayne, A., Brown, S., Rickles, J., Song, M., & Manzeske, D. (2017). The impact of providing performance feedback to teachers and principals (NCEE 2018-4001). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/pubs/20184001/pdf/20184001.pdf
  • Garrett, R., Citkowicz, M., & Williams, R. (2019). How responsive is a teacher’s classroom practice to program? A meta-analysis of randomized field studies. Review of Research in Education, 43(1), 106–137. https://doi.org/10.3102/0091732X19830634
  • Gennetian, L. A., Morris, P. A., Bos, J. M., & Bloom, H. S. (2005). Constructing instrumental variables from experimental data to explore how treatments produce effects. In H. S. Bloom (Ed.), Learning more from social experiments: Evolving analytic approaches (pp. 75–114). Russell Sage Foundation.
  • Hamilton, L. S., Stecher, B. M., & Yuan, K. (2012). Standards-based accountability in the United States: Lessons learned and future directions. Education Inquiry, 3(2), 149–170. https://doi.org/10.3402/edui.v3i2.22025
  • Hannaway, J. (2003). Accountability, assessment, and performance issues: We’ve come a long way … or have we? In W. L. Boyd & D. Miretzky (Eds.), American educational governance on trial: Change and challenges (pp.20–36). National Society for the Study of Education. https://doi.org/10.1111/j.1744-7984.2003.tb00015.x
  • Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
  • Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
  • Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243. https://doi.org/10.1177/0022487112473837
  • Little, R. J. A., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). Wiley-Interscience.
  • Lynch, K., Hill, H. C., Gonzalez, K., & Pollard, C. (2019). Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis. Brown University working paper. https://www.annenberginstitute.org/sites/default/files/STEM%20Meta-Analysis%20for%20Website-converted.pdf
  • Massell, D., & Perrault, P. (2014). Alignment: Its role in standards-based reform and prospects for the common core. Theory into Practice, 53(3), 196–203. https://doi.org/10.1080/00405841.2014.916956
  • Matsumura, L. C., Garnier, H. E., Correnti, R., Junker, B., & DiPrima Bickel, D. (2010). Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility. The Elementary School Journal, 111(1), 35–62. https://doi.org/10.1086/653469
  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. http://www.corestandards.org/
  • Polikoff, M. S. (2012a). The association of state policy attributes with teachers’ instructional alignment. Educational Evaluation and Policy Analysis, 34(3), 278–294. https://doi.org/10.3102/0162373711431302
  • Polikoff, M. S. (2012b). Instructional alignment under No Child Left Behind. American Journal of Education, 118(3), 341–368. https://doi.org/10.1086/664773
  • Polikoff, M. S., Gasparian, H., Korn, S., Gamboa, M., Porter, A., Smith, T., & Garet, M. S. (2020). Flexibly using the Surveys of Enacted Curriculum to study alignment. Educational Measurement: Issues and Practice, 39(2), 38–47. https://doi.org/10.1111/emip.12292
  • Polikoff, M. S., & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis, 36(4), 399–416. https://doi.org/10.3102/0162373714531851
  • Porter, A. C. (2000). Doing high-stakes assessment right. The School Administrator, 11(57), 28–31. https://eric.ed.gov/?id=EJ619580
  • Porter, A. C., McMaken, J., Hwang, H., & Yang, R. (2011). Common core standards: The new U.S. intended curriculum. Educational Researcher, 40(3), 103–116. https://doi.org/10.3102/0013189X11405038
  • Preacher, K. J., Zyphur, M. J., & Zhang, Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15(3), 209–233. https://doi.org/10.1037/a0020141
  • Raghunathan, T. E., Lepkowski, J. M., Van Hoewyk, J., & Solenberger, P. (2001). A multivariate technique for multiply imputing missing values using a sequence of regression models. Survey Methodology, 27, 85–95.
  • Schochet, P. Z., & Chiang, H. (2009). Technical methods report: Estimation and identification of the complier average causal effect parameter in education RCTs (NCEE 2009-4040). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/pdf/20094040.pdf
  • Scholastic Inc. & Bill & Melinda Gates Foundation. (2013). Primary sources: America’s teachers on teaching in an era of change (3rd ed.). https://files.eric.ed.gov/fulltext/ED562664.pdf
  • Selig, J. P., & Preacher, K. J. (2008). Monte Carlo method for assessing mediation: An interactive tool for creating confidence intervals for indirect effects [Computer software]. http://quantpsy.org/.
  • Smith, M. S., & O’Day, J. (1990). Systemic school reform. In S. H. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing: The 1990 yearbook of the Politics of Education Association (pp. 233–267). Falmer Press.
  • Steinberg, M. P., & Sartain, L. (2015). Does teacher evaluation improve school performance? Experimental evidence from Chicago’s Excellence in Teaching Project. Education Finance and Policy, 10(4), 535–572. https://doi.org/10.1162/EDFP_a_00173
  • U.S. Department of Education. (2010). College- and career-ready students. http://www2.ed.gov/policy/elsec/leg/blueprint/college-career-ready.pdf
  • U.S. Department of Education. (2012). ESEA flexibility: Request for window 3. https://www.ed.gov/sites/default/files/esea-flexibility-request-w3.doc
  • What Works Clearinghouse. (2022). What Works Clearinghouse procedures handbook, version 5.0. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-HandbookVer5.0AppIES-508.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.