Tracking instructional quality across secondary mathematics and English Language Arts classes

Teachers have the largest school-based influence on student learning, yet there is little research on how instructional practice is systematically distributed within tracking systems. We examine whether teaching practice varies significantly across track levels and, if so, which aspects of instructional practice differ systematically. Using multilevel modeling, we find that teachers of low track classrooms provided significantly less emotional support, organizational support, and instructional support to students in their classes than did teachers of high track classrooms. Mathematics classes were also observed to have higher quality instructional support for both content understanding and analysis and problem solving than English classes. We develop cases illustrating how small but significant differences in instructional quality are associated with substantially diverging lived experiences for students in high and low track classes.     

Secondary adoption of technology standards: The case of PREMIS

While archival scholars have identified some of the most important steps for deciding to use and implement metadata standards in archives, very little systematic empirical investigation within the archival science literature regards either how implementation processes actually unfold or the factors affecting implementation. This article analyzes the organizational factors and processes that come into play during implementation of metadata standards, using PREservation metadata: implementation strategies (PREMIS) as an exemplar. Adapting a theoretical framework for secondary adoption of technologies from Gallivan (Database Adv Inf Syst 32(3):51, 2001), the authors apply their model to the PREMIS technology standard and investigate PREMIS implementation by projects/programs on the Library of Congress PREMIS Implementation Registry. Using data from a series of in-depth semi-structured interviews, the authors develop a model for the secondary adoption of PREMIS and outline implications for the secondary adoption of technology standards based on the results of this study.     

Situating teacher inquiry: a micropolitical perspective

Professional learning communities (PLCs) have become a popular strategy in various forms (e.g., data teams, grade-level teams) and with various champions (e.g., district leaders, university researchers, teacher advocates). Although well-implemented PLCs have been shown to distribute leadership, the tension between democratic inquiry processes and the demands of accountability remain understudied. This study asks how teacher inquiry is situated within conflicting school priorities and the impact of competing power structures on PLCs through a case study of a teacher inquiry initiative at 6 urban elementary and middle schools in the US. Data were collected over 3 years of PLC implementation. District officials, principals, reform coaches, and teachers at each setting participated in more than 300 interviews, regular site visits, and annual teacher surveys. The influences of power structures – such as district mandates, accountability pressures, and principal leadership – emerged as strong themes in teacher narratives of what it means to “do” inquiry in their PLCs.