Studying Reading Instruction With Teacher Logs
Lessons From the Study of Instructional Improvement
Bibliographic Data
| ID | 9734744 |
|---|---|
| Authors | Brian Rowan (University of Pittsburgh, corresponding author), Richard Correnti (0000-0002-6656-0567, University of Pittsburgh) |
| Year | 2009 |
| Volume | 38 |
| Issue | 2 |
| Pages | 120-131 |
| Publication date | 2009-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x09332375 |
| OpenAlex | W2035895099 |
| Language | EN |
| Citations received | 23 |
| References cited | 18 |
This article describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement, which used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms. Over the course of this study, more than 75,000 logs were collected from nearly 2,000 teachers in Grades 1 through 5. This article discusses why teacher logs were chosen as the data collection strategy, various psychometric issues associated with their use, and some of the substantive findings that emerged as part of the study
Data collection · Literacy · Mathematics education · Pedagogy · Political science · Reading (process · Sociology · Computer Science · Educational Assessment and Improvement · Educational Assessment and Pedagogy · Psychology · School Choice and Performance
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| Unique citing works | 23 |
|---|---|
| Citations per year | 1,35 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |