Instructional program coherence

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Zembylas, Michalinos. Kerka, Sandra. Sternberg, Robert J. Slavin, Robert E. Goldhaber, Dan. Imel, Susan. Katz, Lilian G. Honig, Alice Sterling. Thompson, Bruce. Fisher, Douglas. Mislevy, Robert J.

Hess, Frederick M. McNamara, Danielle S. Roman, Harry T. Sanacore, Joseph. Raykov, Tenko. Frey, Nancy. Huang, Yueh-Min.

Journal Articles. Reports - Research. Reports - Descriptive. Reports - Evaluative. Opinion Papers. Guides - Classroom - Teacher. Guides - Non-Classroom. Information Analyses. Guides - General. Collected Works - General. ERIC Publications. Guides - Classroom - Learner. That is why we speak of an instructional framework. The study involved two surveys of all teachers in Chicago public elementary schools. The researchers used data from the elementary schools that participated in both surveys.

In addition, field studies were conducted at 11 elementary schools that represented a diversity of approaches to school improvement. Researchers observed classrooms, interviewed all observed teachers, as well as curriculum coordinators, school improvement program coordinators, principals, and local school council and union representatives. What Smith and her colleagues found was a strong positive correlation between improving coherence and increasing annual student learning gains.

Schools that improved their instructional program coherence from and showed improved student test scores over the same period of time. Smith said there is a sharp contrast between schools that are coherent and those that lack that type of focus.

For one, teachers bring with them a range of talents and beliefs about teaching that can make reaching agreements on a framework difficult. The external environment of schools also works against program coherence. Decisions made at the state and district level often push schools in multiple directions, undermining efforts to sustain a focus from one school year to the next.

Then there is the policy environment. Smith noted that schools are sometimes pulled in different directions by various policies. But there are things schools and districts can do to strengthen instructional program coherence. One key is the principal. All of the schools that had strong coherence also had strong leadership from principals who had explicit notions about coherence. She is convinced that principals and external partners who work with schools need to see the development of instructional program coherence as one of their major duties.