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A Peek Into the Classrooms of Indiana's Best-Performing Charter Schools

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Title: A Peek Into the Classrooms of Indiana's Best-Performing Charter Schools
Language: English
Authors: Quick, Marilynn, Conrad, Amy L.
Source: Childhood Education. 2013 89(2):105-109.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 5
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Charter Schools, Teaching Methods, High Achievement, Academic Achievement, Models, Learner Engagement, Curriculum, Formative Evaluation, School Effectiveness, Observation, Classroom Techniques, Best Practices
Geographic Terms: Indiana
DOI: 10.1080/00094056.2013.774241
ISSN: 0009-4056
Abstract: This study focused on how successful Indiana charter schools implemented their planned goals and how their instructional strategies supported sound, research-based practices for improving student achievement. After identifying the three charter schools that consistently earned Indiana's academic designation of "exemplary progress" over a three-year period, the authors then conducted classroom walk-throughs in each of the schools. They adapted the classroom walk-through model created by Downey, Steffy, English, Frase, and Poston (2004) to focus their observations. The walk-through model consists of two- to five-minute observations in classrooms, focusing primarily on three key components for improving student achievement: student engagement, the curriculum or content being taught (and the level at which it is being taught), along with the instructional practices employed in the classroom. When observers use this model as a formative assessment, it is possible for them to detect emerging patterns after several visits to classrooms. For the purposes of this research, patterns in each school were sought, not only patterns within an individual classroom. The analysis of that observational data illuminated the factors that most contributed to these schools' effectiveness. (Contains 4 notes.)
Abstractor: ERIC
Number of References: 10
Entry Date: 2014
Accession Number: EJ1009922
Database: ERIC
FullText Text:
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  Data: A Peek Into the Classrooms of Indiana's Best-Performing Charter Schools
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink>
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  Data: 10.1080/00094056.2013.774241
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  Data: This study focused on how successful Indiana charter schools implemented their planned goals and how their instructional strategies supported sound, research-based practices for improving student achievement. After identifying the three charter schools that consistently earned Indiana's academic designation of "exemplary progress" over a three-year period, the authors then conducted classroom walk-throughs in each of the schools. They adapted the classroom walk-through model created by Downey, Steffy, English, Frase, and Poston (2004) to focus their observations. The walk-through model consists of two- to five-minute observations in classrooms, focusing primarily on three key components for improving student achievement: student engagement, the curriculum or content being taught (and the level at which it is being taught), along with the instructional practices employed in the classroom. When observers use this model as a formative assessment, it is possible for them to detect emerging patterns after several visits to classrooms. For the purposes of this research, patterns in each school were sought, not only patterns within an individual classroom. The analysis of that observational data illuminated the factors that most contributed to these schools' effectiveness. (Contains 4 notes.)
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        Value: 10.1080/00094056.2013.774241
    Languages:
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    PhysicalDescription:
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        PageCount: 5
        StartPage: 105
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        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: High Achievement
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      – SubjectFull: Curriculum
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Best Practices
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      – SubjectFull: Indiana
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