The 20 Non-Negotiable Characteristics of Higher Performing School Systems: Aligning District Practices to Support High-Quality Instruction

2011 ◽  
Keyword(s):  
School Systems ◽  
High Quality ◽  
Quality Instruction

scholarly journals Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110271
Author(s):  
David J. Purpura ◽  
Ellen C. Litkowski ◽  
Robert J. Duncan ◽  
Jessica A. R. Logan
Keyword(s):  
Young Children ◽  
Grade Level ◽  
High Quality ◽  
Equity Issues ◽  
Quality Instruction ◽  
New Evidence ◽  
Over Time

In response to Fuson et al.’s commentary on Litkowski et al. (2020), we clarify and expand on three areas: (1) the need for prekindergarten standards, (2) the value in developmental survey work, and (3) the importance of understanding curriculum translation and uptake. Specifically, we note that standards need to be appropriate for grade-level and it is time for more aligned prekindergarten standards. Developmental survey work is critical for ensuring that standards and expectations are accurate and adjusted to meet current needs and can be used address equity issues in instruction. Furthermore, we agree that intervention and curriculum work are needed, but there should be explicit emphasis on enhancing uptake and use of high-quality instruction. Ultimately, we need a system of assessment and instruction that is continually updated and improved, that integrates and modifies new evidence over time to ensure that we are striving for—and attaining—the best results for young children.

Administrative Strategies for Delivering High-Quality Instruction in a University-Based Physical Activity and Wellness Program

2018 ◽  
Vol 7 (4) ◽  
pp. 345-349
Author(s):  
Sheri J. Brock ◽  
Jared A. Russell ◽  
Brenna Cosgrove ◽  
Jessica Richards
Keyword(s):  
Physical Activity ◽  
Teaching Assistants ◽  
Team Sport ◽  
Wellness Program ◽  
High Quality ◽  
Quality Instruction ◽  
Graduate Teaching ◽  
Auburn University ◽  
Administrative Strategies ◽  
Academic Year

The School of Kinesiology at Auburn University has a large Physical Activity and Wellness Program (PAWP) that services approximately 8,000 students each academic year. The roughly 470 courses offered annually include aquatics, leisure, martial arts, fitness, and individual- and team-sport offerings taught predominantly by graduate teaching assistants. Overall, Auburn University has experienced a great deal of success in providing a PAWP program that students enjoy and often wish to repeat although these courses are not required as compulsory credit. Delivering high-quality undergraduate educational experiences is paramount to the overall instructional mission of the School of Kinesiology. This paper outlines administrative strategies to ensure that PAWP instructors are prepared and supported in their instructional responsibilities.

In My Opinion: Professing Teacher Knowledge beyond the Classroom Walls

2003 ◽  
Vol 9 (9) ◽  
pp. 499-501
Author(s):  
Timothy A. Boerst
Keyword(s):  
Mathematics Education ◽  
Teacher Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Teacher Recruitment ◽  
High Quality ◽  
Teaching Knowledge ◽  
Quality Instruction ◽  
The Impact

In rooms a bit smaller or larger than 24' × 30', millions of schoolchildren across the country learn valuable mathematics from teachers who masterfully integrate knowledge of mathematics, curriculum, and students to enact high-quality instruction. One of the biggest challenges to improving mathematics education may lie not in standard-setting, teacher recruitment, or accountability but in encouraging mathematics teachers to share their knowledge and practices with those outside the 24' × 30' space in which they teach every day. Teachers tend to treat their knowledge of teaching in ways that remove it from benefiting the profession (Shulman 1993). What teachers know and can do certainly impacts the hundreds, and possibly thousands, of students they teach over the course of their careers. Imagine the impact if mathematics teachers routinely shared their complex, refined understandings of teaching in ways that could be built on to benefit other students and teachers. If we hope to ensure NCTM's vision of quality mathematics instruction for all students, we must move beyond the private production and possession of mathematics teaching knowledge.

scholarly journals What languages do undergraduates study, and why?

2020 ◽  
Vol 5 (1) ◽  
pp. 722
Author(s):  
Mary Hudgens Henderson ◽  
Miho Nagai ◽  
Weidong Zhang
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Attitudes ◽  
World Language ◽  
High Quality ◽  
Language Programs ◽  
American University ◽  
First Semester ◽  
Quality Instruction ◽  
World Languages

Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.

Investigating How to Support Principals as Instructional Leaders in Mathematics

2016 ◽  
Vol 12 (3) ◽  
pp. 183-214 ◽  
Author(s):  
Melissa D. Boston ◽  
Erin C. Henrick ◽  
Lynsey K. Gibbons ◽  
Dan Berebitsky ◽  
Glenn T. Colby
Keyword(s):  
Mathematics Teachers ◽  
Design Research ◽  
Necessary Conditions ◽  
Instructional Leaders ◽  
Mathematical Tasks ◽  
High Quality ◽  
Specific Content ◽  
Content Areas ◽  
Quality Instruction ◽  
Mathematics Tasks

We present a framework for considering principals’ knowledge and actions to support high-quality instruction in a specific content area (mathematics). Using design research, we engaged principals in professional development and assessed principals’ ability to identify aspects of high-quality mathematical tasks and instruction through pre–post task sort analyses and classroom video analyses. Significant differences occurred in principals’ identification of high-quality mathematics tasks and instruction, students’ thinking, and teachers’ actions. Subsequent data identified changes in principals’ feedback to mathematics teachers; however, this change was not sustained in following years. We hypothesize necessary conditions for supporting principals as instructional leaders in specific content areas.

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