Andrew C Porter
Datos Biográficos
| ID | 309037 |
|---|---|
| NOMBRE | Andrew C Porter |
| NOMBRES | Andrew C |
| APELLIDO | Porter |
| FIRMA | PORTER A C |
| AFILIACIONES | University of Wisconsin–Madison |
| ORCID | 0000-0001-9839-0462 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 38 |
| TOTAL DE CITAS | 359 |
| TOTAL COMO AUTOR | 38 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1972 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 9 |
Can either using cognitive science principles or improving teacher content knowledge boost student achievement in middle school science
This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry‐based science curriculum. Eighty‐nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on three principles of cognitive science coupled wi…
Annual Research Review
Suicide is a leading cause of death among youth worldwide. The purpose of the current review was to examine recent cross‐national trends in suicide mortality rates among 10‐ to 19‐year‐olds. This study extracted suicide mortality data from the World Health Organization's (WHO) Mortality Database for the most recent year (since 2010) from any country with available high‐quality data (as defined by the WHO's guidelines). Data on access to lethal me…
Successes and Challenges of the “New” College- and Career-Ready Standards
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
Formal and Informal Mentoring
Informal mentors likely play a substantial role in novice teacher learning, yet we know little about them, especially in relation to formal mentoring, which is the cornerstone to most induction programs. This study analyzes survey and interview data from 57 first-year mathematics teachers from 11 districts to investigate differences in the characteristics of formal and informal mentoring that can inform improvements in mentoring policy. Our findi…
Constructing Aligned Assessments Using Automated Test Construction
We describe an innovative automated test construction algorithm for building aligned achievement tests. By incorporating the algorithm into the test construction process, along with other test construction procedures for building reliable and unbiased assessments, the result is much more valid tests than result from current test construction practices. The test construction process is efficient and versatile in its application. The target domain …
Evidence-Based Standard Setting
Performance standards are a powerful way to communicate K–12 student achievement (e.g., proficiency) and are the cornerstone of standards-based reform. As education reform shifts the focus to college and career readiness, approaches for setting performance standards need to be revised. We argue that the focus on assessing student readiness can move performance standards toward an increasingly empirical grounding, leading to more meaningful and un…
Curriculum Assessment
Common Core Standards
The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature of that change? In this article, the Common Core standards are compared with current state standards and assessments and with standards in top-performing countries, as well as with reports from a sample of teachers from across the country d…
Assessing the Common Core Standards
This article responds to comments on the authors’ Educational Researcher article “Common Core Standards: The New U.S. Intended Curriculum” (April 2011). The authors note points of agreement and difference with the commentators. They observe that Cobb and Jackson, in their response, and Beach, in his, appear to accept the authors’ methods and findings, although these commentators suggest additional perspectives that should be brought to bear when …
How Well Aligned Are State Assessments of Student Achievement With State Content Standards
Coherence is the core principle underlying standards-based educational reforms. Assessments aligned with content standards are designed to guide instruction and raise achievement. The authors investigate the coherence of standards-based reform’s key instruments using the Surveys of Enacted Curriculum. Analyzing 138 standards-assessment pairs spread across grades and the three No Child Left Behind tested subjects, the authors find that roughly hal…
The Debate on the Rise of the British Empire
The establishment of a new series by Manchester University Press, ambiguously entitled ‘Issues in Historiography’ and to which this volume is an addition, reflects the recent efflorescence of interest in the processes of writing history. One main purpose of both Anthony Webster's volume and the series as a whole is to outline and reflect upon the traditions of interpretation and explanation to be found in the accumulation of the secondary literat…
Nature and the Godly Empire
Nature and the Godly Empire is a diffuse, eclectic, and at times awkward book. At one level it makes a contribution to the continuing debate about the shifting relationships of science and religion. It also reflects historians' current preoccupations with the growth and acquisition of knowledge about the non-western world and the conceptual uneasiness of that field. Simultaneously it focuses on the well-known history of the London Missionary Soci…
Sowing the Word
Place-Based Randomized Trials to Test the Effects on Instructional Practices of a Mathematics/ Science Professional Development Program for Teachers
Aprofessional development model was designed for and is being tested in approximately fifty U.S. middle schools in five large urban districts, with half in each district randomly assigned to receive the two-year treatment. Each school forms a mathematics/science leadership team of five to seven members, including at least one administrator. Teams receive professional development in district-level workshops, then work with all math and science tea…
Effects of Professional Development on Teachers’ Instruction
This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of…
Evaluating the Effectiveness of Education Funding Streams
This chapter describes two cases that have applied the proposed strategy: an evaluation of the Eisenhower Professional Development Program and a series of evaluations of Title I of Elementary and Secondary Education Act. It discusses implications for the future of large-scale evaluations of funding stream programs in education. Evaluations of large-scale federal education programs began in the mid 1960s. For example, the federal government has fu…
Measuring the Content of Instruction
This article describes tools for measuring the content of instruction, the content of instructional materials, and the alignment between these. Illustrative findings about the use of these tools are reported, and possible additional uses, both for research and practice, are discussed. The validity of data produced through use of these tools is found to be quite good. An agenda for future work is sketched—both for improvement of the quality and ve…
What Makes Professional Development Effective? Results From a National Sample of Teachers
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and sk…
Initial Responses to Aera's Position Statement concerning High-Stakes Testing
Initial Responses to Aera’s Position Statement Concerning High-Stakes Testing
Gender, Race and the Writing of Empire
Received
The Uses and Misuses of Opportunity-to-Learn Standards
Do OTL standards have the potential for helping to solve the problem of providing equality of educational opportunity to all students, or are OTL standards simply a strategy for derailing recent efforts to move educational accountability away from its old focus on inputs and processes and toward a new focus on accountability in terms of educational outcomes? Are OTL standards simply one more strategy by professional educators to get more federal,…
Research news and Comment
National Standards and School Improvement in the 1990s
National education standards are obviously a big step politically, but are they a big step educationally as well? Will schools really become better? Opinions among education's influentials are sharply divided. Empirical evidence is assembled to address the promise of standard setting for school improvement. From the evidence, it is predicted that standards will not lead to a standardization of practice, stifle creativity, or endanger minority stu…
A teacher's bounded rationality in middle school science
What Makes Professional Development Effective? Results From a National Sample of Teachers
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and sk…
Common Core Standards
The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature of that change? In this article, the Common Core standards are compared with current state standards and assessments and with standards in top-performing countries, as well as with reports from a sample of teachers from across the country d…
Measuring the Content of Instruction
This article describes tools for measuring the content of instruction, the content of instructional materials, and the alignment between these. Illustrative findings about the use of these tools are reported, and possible additional uses, both for research and practice, are discussed. The validity of data produced through use of these tools is found to be quite good. An agenda for future work is sketched—both for improvement of the quality and ve…
A Curriculum out of Balance
Opportunity to learn is among the most important influences on student achievement, yet the empirical basis for knowing what is taught in schools is surprisingly weak. Elementary school mathematics is used as a context for considering what could be learned from careful descriptions of classroom content. Teacher logs and interviews show that large numbers of mathematics topics are taught for exposure with no expectation of student mastery, much of…
Successes and Challenges of the “New” College- and Career-Ready Standards
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
How Well Aligned Are State Assessments of Student Achievement With State Content Standards
Coherence is the core principle underlying standards-based educational reforms. Assessments aligned with content standards are designed to guide instruction and raise achievement. The authors investigate the coherence of standards-based reform’s key instruments using the Surveys of Enacted Curriculum. Analyzing 138 standards-assessment pairs spread across grades and the three No Child Left Behind tested subjects, the authors find that roughly hal…
National Standards and School Improvement in the 1990s
National education standards are obviously a big step politically, but are they a big step educationally as well? Will schools really become better? Opinions among education's influentials are sharply divided. Empirical evidence is assembled to address the promise of standard setting for school improvement. From the evidence, it is predicted that standards will not lead to a standardization of practice, stifle creativity, or endanger minority stu…
Nature and the Godly Empire
Nature and the Godly Empire is a diffuse, eclectic, and at times awkward book. At one level it makes a contribution to the continuing debate about the shifting relationships of science and religion. It also reflects historians' current preoccupations with the growth and acquisition of knowledge about the non-western world and the conceptual uneasiness of that field. Simultaneously it focuses on the well-known history of the London Missionary Soci…
Sowing the Word
Formal and Informal Mentoring
Informal mentors likely play a substantial role in novice teacher learning, yet we know little about them, especially in relation to formal mentoring, which is the cornerstone to most induction programs. This study analyzes survey and interview data from 57 first-year mathematics teachers from 11 districts to investigate differences in the characteristics of formal and informal mentoring that can inform improvements in mentoring policy. Our findi…
Do Textbooks Dictate the Content of Mathematics Instruction in Elementary Schools
The purposes of this investigation were to (a) describe teachers’ styles of textbook use and (b) examine the overlap between content taught and textbook content in elementary school mathematics. Using daily teacher logs and a three-dimensional classification system as guides, trained raters generated detailed classifications of all problems presented in books and all content presented to students over the course of an entire school year. The resu…
Research News And Comment
The Uses and Misuses of Opportunity-to-Learn Standards
Do OTL standards have the potential for helping to solve the problem of providing equality of educational opportunity to all students, or are OTL standards simply a strategy for derailing recent efforts to move educational accountability away from its old focus on inputs and processes and toward a new focus on accountability in terms of educational outcomes? Are OTL standards simply one more strategy by professional educators to get more federal,…
School Delivery Standards
Common Problems of Design and Analysis in Evaluative Research
The national evaluation of an early elementary compensatory education program, Follow Through, is used as the context for discussion of design and analysis problems common to many evaluations. Although experiments have well-known advantages over quasi-experiments, the latter are likely to persist for the foreseeable future. It is argued that more careful planning could avoid many unnecessary weaknesses of past quasi-experiments, and that quasi-ex…
Constructing Aligned Assessments Using Automated Test Construction
We describe an innovative automated test construction algorithm for building aligned achievement tests. By incorporating the algorithm into the test construction process, along with other test construction procedures for building reliable and unbiased assessments, the result is much more valid tests than result from current test construction practices. The test construction process is efficient and versatile in its application. The target domain …
Assessing the Common Core Standards
This article responds to comments on the authors’ Educational Researcher article “Common Core Standards: The New U.S. Intended Curriculum” (April 2011). The authors note points of agreement and difference with the commentators. They observe that Cobb and Jackson, in their response, and Beach, in his, appear to accept the authors’ methods and findings, although these commentators suggest additional perspectives that should be brought to bear when …
Research news and Comment
Reforming the curriculum
Curriculum reform is analyzed from the perspective of hard content for all students. High school mathematics and social studies are used as subject matter examples. Against these expressions of desired ends, current practice is reviewed to illustrate obstacles that reform must overcome. Two approaches to reform are identified, curriculum control and teacher empowerment. Neither of these strategies is new; each has been used in the past in the ser…
Professional Orientations
Andrew C. Porter, Donald J. Freeman, Professional Orientations: An Essential Domain for Teacher Testing, The Journal of Negro Education, Vol. 55, No. 3, Teacher Testing and Assessment (Summer, 1986), pp. 284-292
Evidence-Based Standard Setting
Performance standards are a powerful way to communicate K–12 student achievement (e.g., proficiency) and are the cornerstone of standards-based reform. As education reform shifts the focus to college and career readiness, approaches for setting performance standards need to be revised. We argue that the focus on assessing student readiness can move performance standards toward an increasingly empirical grounding, leading to more meaningful and un…
Place-Based Randomized Trials to Test the Effects on Instructional Practices of a Mathematics/ Science Professional Development Program for Teachers
Aprofessional development model was designed for and is being tested in approximately fifty U.S. middle schools in five large urban districts, with half in each district randomly assigned to receive the two-year treatment. Each school forms a mathematics/science leadership team of five to seven members, including at least one administrator. Teams receive professional development in district-level workshops, then work with all math and science tea…
Understanding Teaching
Porter provides a framework for thinking about teacher assessment. Good teach ing is characterized and target domains for teacher assessment are outlined. A number of challenges to existing assess ment and plans for future assessment practices are identified. New systems of teacher assessment should be designed to triangulate across domains ofteacher knowledge, skills, and beliefs; teachers' classroom behaviors; and student out comes. Because an …
Research and Development and School Change
Practical Significance in Program Evaluation
Defining practical significance in program evaluations is a difficult measurement problem, which can only be solved by an intimate familarity with the measures upon which effects are estimated, and their substantive relationship with the goals of the program being evaluated. Past attempts to describe the "size of effect" of instructional programs have characteristically relied on statistical indices that can be estimated and reported without any …
Anova analysis of unweighted and weighted fisher z's
An Empirical Investigation Comparing the Effectiveness of Four Scoring Strategies on the Kuder Occupational Interest Survey Form DD
Responses to the Kuder Occupational Interest Survey by 3983 males from nine occupational groups provided the data to compare the accuracy of four scoring strategies: lambda coefficients, currently used by the test publisher, chi-square weights and two applications of multiple discriminant analysis. An analysis of variance test of the percentage of individuals correctly identified by each technique indicated that no statistically significant diffe…
Common Problems of Design and Analysis in Evaluative Research
The national evaluation of an early elementary compensatory education program, Follow Through, is used as the context for discussion of design and analysis problems common to many evaluations. Although experiments have well-known advantages over quasi-experiments, the latter are likely to persist for the foreseeable future. It is argued that more careful planning could avoid many unnecessary weaknesses of past quasi-experiments, and that quasi-ex…
Practical Significance in Program Evaluation
Defining practical significance in program evaluations is a difficult measurement problem, which can only be solved by an intimate familarity with the measures upon which effects are estimated, and their substantive relationship with the goals of the program being evaluated. Past attempts to describe the "size of effect" of instructional programs have characteristically relied on statistical indices that can be estimated and reported without any …
Research and Development and School Change
The Politics of Eastern Cape Separatism 1820–1854
Journal Article The Politics of Eastern Cape Separatism 1820–1854 Get access The Politics of Eastern Cape Separatism 1820–1854, by Basil A. Le Cordeur. Oxford University Press, Cape Town, 1981. xiii + 314pp. £17.50. ANDREW PORTER ANDREW PORTER King's CollegeLondon Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 81, Issue 324, July 1982, Pages 448–449, https://doi.org/10.1093/oxfordjournals.afraf.a0…
Professional Orientations
Andrew C. Porter, Donald J. Freeman, Professional Orientations: An Essential Domain for Teacher Testing, The Journal of Negro Education, Vol. 55, No. 3, Teacher Testing and Assessment (Summer, 1986), pp. 284-292
Understanding Teaching
Porter provides a framework for thinking about teacher assessment. Good teach ing is characterized and target domains for teacher assessment are outlined. A number of challenges to existing assess ment and plans for future assessment practices are identified. New systems of teacher assessment should be designed to triangulate across domains ofteacher knowledge, skills, and beliefs; teachers' classroom behaviors; and student out comes. Because an …
A Curriculum out of Balance
Opportunity to learn is among the most important influences on student achievement, yet the empirical basis for knowing what is taught in schools is surprisingly weak. Elementary school mathematics is used as a context for considering what could be learned from careful descriptions of classroom content. Teacher logs and interviews show that large numbers of mathematics topics are taught for exposure with no expectation of student mastery, much of…
Do Textbooks Dictate the Content of Mathematics Instruction in Elementary Schools
The purposes of this investigation were to (a) describe teachers’ styles of textbook use and (b) examine the overlap between content taught and textbook content in elementary school mathematics. Using daily teacher logs and a three-dimensional classification system as guides, trained raters generated detailed classifications of all problems presented in books and all content presented to students over the course of an entire school year. The resu…
Reforming the curriculum
Curriculum reform is analyzed from the perspective of hard content for all students. High school mathematics and social studies are used as subject matter examples. Against these expressions of desired ends, current practice is reviewed to illustrate obstacles that reform must overcome. Two approaches to reform are identified, curriculum control and teacher empowerment. Neither of these strategies is new; each has been used in the past in the ser…
A teacher's bounded rationality in middle school science
Research News And Comment
School Delivery Standards
National Standards and School Improvement in the 1990s
National education standards are obviously a big step politically, but are they a big step educationally as well? Will schools really become better? Opinions among education's influentials are sharply divided. Empirical evidence is assembled to address the promise of standard setting for school improvement. From the evidence, it is predicted that standards will not lead to a standardization of practice, stifle creativity, or endanger minority stu…
The Uses and Misuses of Opportunity-to-Learn Standards
Do OTL standards have the potential for helping to solve the problem of providing equality of educational opportunity to all students, or are OTL standards simply a strategy for derailing recent efforts to move educational accountability away from its old focus on inputs and processes and toward a new focus on accountability in terms of educational outcomes? Are OTL standards simply one more strategy by professional educators to get more federal,…
Research news and Comment
Initial Responses to Aera's Position Statement concerning High-Stakes Testing
Initial Responses to Aera’s Position Statement Concerning High-Stakes Testing
Gender, Race and the Writing of Empire
Received
What Makes Professional Development Effective? Results From a National Sample of Teachers
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and sk…
Effects of Professional Development on Teachers’ Instruction
This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of…
Evaluating the Effectiveness of Education Funding Streams
This chapter describes two cases that have applied the proposed strategy: an evaluation of the Eisenhower Professional Development Program and a series of evaluations of Title I of Elementary and Secondary Education Act. It discusses implications for the future of large-scale evaluations of funding stream programs in education. Evaluations of large-scale federal education programs began in the mid 1960s. For example, the federal government has fu…
Measuring the Content of Instruction
This article describes tools for measuring the content of instruction, the content of instructional materials, and the alignment between these. Illustrative findings about the use of these tools are reported, and possible additional uses, both for research and practice, are discussed. The validity of data produced through use of these tools is found to be quite good. An agenda for future work is sketched—both for improvement of the quality and ve…
Place-Based Randomized Trials to Test the Effects on Instructional Practices of a Mathematics/ Science Professional Development Program for Teachers
Aprofessional development model was designed for and is being tested in approximately fifty U.S. middle schools in five large urban districts, with half in each district randomly assigned to receive the two-year treatment. Each school forms a mathematics/science leadership team of five to seven members, including at least one administrator. Teams receive professional development in district-level workshops, then work with all math and science tea…
Psychology (31 obras) · Mathematics education (25 obras) · Pedagogy (19 obras) · Political science (18 obras) · Computer Science (17 obras) · Sociology (16 obras) · Mathematics (13 obras) · Teacher Education and Leadership Studies (12 obras) · Law (11 obras) · Law (11 obras)