Research Article
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Year 2019, Volume: 4 Issue: 1, 1 - 13, 31.07.2019
https://doi.org/10.22596/erj2019.04.01.1.13

Abstract

References

  • Carr-Chellman, A. A. (2015). Instructional design for teachers: Improving classroom practice. Routledge.
  • 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.
  • Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Prentice Hall.
  • Every Student Succeeds Act, Pub. L. No. 114-95 (2015).
  • Fulmer, G. W. (2011). Estimating critical values for strength of alignment among curriculum, assessments, and instruction. Journal of Educational and Behavioral Statistics, 36, 381-402. doi:10.3102/1076998610381397
  • Gay, L., Mills, G., & Airasian, P. (2006). Educational research: Competencies for analysis and application (8th ed.). Upper Saddle River, NJ: Pearson.
  • Hassler, L., Beech, M., & DeMeester, K. (2005). A study of the alignment of Florida’s Sunshine State Standards with the Florida Comprehensive Assessment Test: Reading. Retrieved from http://www.fldoe.org/core/fileparse.php/7478/urlt/0065587-langarts.pdf
  • Polikoff, M. S. (2012a). The association of state policy attributes with teachers’ instructional alignment. Educational Evaluation and Policy Analysis, 34, 278-294. doi:10.3102/0162373711431302
  • Polikoff, M. S. (2012b). Instructional alignment under No Child Left Behind. American Journal of Education, 118, 341-368. Retrieved from http://www.jstor.org/stable/10.1086/664773
  • Polikoff, M. S., & Fulmer, G. W. (2013). Refining methods for estimating critical values for an alignment index. Journal of Research on Educational Effectiveness, 6, 380-395. doi:10.1080/19345747.2012.755593
  • Polikoff, M. S., & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis, 36, 399-416. doi:10.3102/0162373714531851
  • Polikoff, M. S., Porter, A. C., & Smithson, J. (2011). How well aligned are state assessments of students of student achievement with state content standard? American Educational Research Journal, 48, 965-995. doi:10.3102/0002831211410684
  • Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31(7), 3-14. doi:10.3102/0013189X031007003
  • Porter, A. C., Polikoff, M. S., Barghaus, K. M., & Yang, R. (2013). Constructing aligned assessments using automated test construction. Educational Researcher, 42(8), 415-423. doi:10.3102/0013189X13503038
  • Webb, N. L. (2007). Issues related to judging the alignment of curriculum standards and assessments. Applied Measurement in Education, 20, 7-25. Retrieved from http://www.cehd.umn.edu/edpsych/C-BAS-R/Docs/Webb2007.pdf
  • Wolfe, E. W., Viger, S. G., Jarvinen, D. W., & Linksman, J. (2007). Validation of scores from a measure of teachers’ efficacy toward standards-aligned classroom assessment. Educational and Psychological Measurement, 67, 460-474. doi:10.1177/0013164406292091

Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance

Year 2019, Volume: 4 Issue: 1, 1 - 13, 31.07.2019
https://doi.org/10.22596/erj2019.04.01.1.13

Abstract

The
extent to which teachers’ level of efficacy and quality of instructional
performance changed after they receive a professional development workshop on
instructional alignment is currently unknown in a school district in Florida. As
such, the researcher investigated how professional development on standards and
assessment alignment impacts teachers’ self-efficacy level in writing lesson
plans. Results indicated that teachers' level of efficacy and quality of
instructional performance, measured as their beliefs on how alignment can
benefit their students and improve how they write lesson plans, overall
improved after the professional development they underwent.
The findings can be used to
initiate positive social change, starting with the field of education. The
results benefit not only the students but also the teachers themselves, as well
as the administrators and school districts. State and federal policymakers can
also benefit with better evidence of how professional development could work to
improve instructional alignment. 

References

  • Carr-Chellman, A. A. (2015). Instructional design for teachers: Improving classroom practice. Routledge.
  • 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.
  • Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Prentice Hall.
  • Every Student Succeeds Act, Pub. L. No. 114-95 (2015).
  • Fulmer, G. W. (2011). Estimating critical values for strength of alignment among curriculum, assessments, and instruction. Journal of Educational and Behavioral Statistics, 36, 381-402. doi:10.3102/1076998610381397
  • Gay, L., Mills, G., & Airasian, P. (2006). Educational research: Competencies for analysis and application (8th ed.). Upper Saddle River, NJ: Pearson.
  • Hassler, L., Beech, M., & DeMeester, K. (2005). A study of the alignment of Florida’s Sunshine State Standards with the Florida Comprehensive Assessment Test: Reading. Retrieved from http://www.fldoe.org/core/fileparse.php/7478/urlt/0065587-langarts.pdf
  • Polikoff, M. S. (2012a). The association of state policy attributes with teachers’ instructional alignment. Educational Evaluation and Policy Analysis, 34, 278-294. doi:10.3102/0162373711431302
  • Polikoff, M. S. (2012b). Instructional alignment under No Child Left Behind. American Journal of Education, 118, 341-368. Retrieved from http://www.jstor.org/stable/10.1086/664773
  • Polikoff, M. S., & Fulmer, G. W. (2013). Refining methods for estimating critical values for an alignment index. Journal of Research on Educational Effectiveness, 6, 380-395. doi:10.1080/19345747.2012.755593
  • Polikoff, M. S., & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis, 36, 399-416. doi:10.3102/0162373714531851
  • Polikoff, M. S., Porter, A. C., & Smithson, J. (2011). How well aligned are state assessments of students of student achievement with state content standard? American Educational Research Journal, 48, 965-995. doi:10.3102/0002831211410684
  • Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31(7), 3-14. doi:10.3102/0013189X031007003
  • Porter, A. C., Polikoff, M. S., Barghaus, K. M., & Yang, R. (2013). Constructing aligned assessments using automated test construction. Educational Researcher, 42(8), 415-423. doi:10.3102/0013189X13503038
  • Webb, N. L. (2007). Issues related to judging the alignment of curriculum standards and assessments. Applied Measurement in Education, 20, 7-25. Retrieved from http://www.cehd.umn.edu/edpsych/C-BAS-R/Docs/Webb2007.pdf
  • Wolfe, E. W., Viger, S. G., Jarvinen, D. W., & Linksman, J. (2007). Validation of scores from a measure of teachers’ efficacy toward standards-aligned classroom assessment. Educational and Psychological Measurement, 67, 460-474. doi:10.1177/0013164406292091
There are 16 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Raul Andres Baez-hernandez

Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 4 Issue: 1

Cite

APA Baez-hernandez, R. A. (2019). Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance. Education Reform Journal, 4(1), 1-13. https://doi.org/10.22596/erj2019.04.01.1.13