Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy

Newmann, Fred M.; Smith, BetsAnn; Allensworth, Elaine; Bryk, Anthony S.

doi:10.3102/01623737023004297

Cited by 301 publications

(290 citation statements)

References 11 publications

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“…Como afirmam Newmann et al (2001), as intervenções escolares com chance de impacto no desempenho dos alunos devem estar organicamente associadas ao seu projeto pedagógico, isto é, ao referencial curricular, às formas de instrução e avaliação e à ênfase na aprendizagem dos alunos.…”

Section: Conclusãounclassified

Melhoria do desempenho cognitivo dos alunos do ensino fundamental

Soares

2007

Cad. Pesqui.

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RESUMOEste artigo introduz um modelo conceitual que relaciona fatores intra e extra-escolares a uma medida de desempenho cognitivo dos alunos. Com a ajuda desse esquema revisam-se as evidências presentes na literatura educacional sobre as possibilidades de melhoria dos resultados cognitivos dos alunos do ensino fundamental. Muitos dos resultados das pesquisas relatadas na literatura internacional não foram validados por estudos empíricos no Brasil até o momento. Os melhores dados para estudo do assunto disponíveis no país são os do Sistema Nacional de Avaliação da Educação Básica -Saeb, que têm muitas limitações. No entanto, já é possível garantir que, considerando o nível atual do desempenho dos alunos, há ações que podem ser realizadas no nível da escola com grande potencial de melhoria das proficiências dos alunos. Assim, neste momento, é preciso enfatizar as políticas escolares, tendo em vista que elas só serão viáveis com a implantação da autonomia das escolas, preceito já estabelecido em lei, mas ainda não completamente implementado. DESENVOLVIMENTO COGNITIVO -RENDIMENTO ESCOLAR -ENSINO FUNDAMENTAL -AVALIAÇÃO DA EDUCAÇÃO ABSTRACT IMPROVING COGNITIVE PERFORMANCE OF STUDENTS ENROLLED IN ELEMENTARY SCHOOL. This paper introduces a conceptual model which relates intra and extra school factors to elementary school students' achievement. Using this model as reference, the main evidences from the literature on how to improve student's achievement were reviewed. However, it should be noted that several of the results published in the international literature haven't been replicated with data collected in Brazil. The best Brazilian data to study these questions are those from Brazilian System for Evaluation of Basic Education -Saeb. Considering the low level attained today by the Brazilian students, there are several actions, which can be taken at the school level that, if applied, will impact positively on the student's achievement. At this point in time, it is strategic to emphasize school policies, considering,

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Section: Conclusãounclassified

Melhoria do desempenho cognitivo dos alunos do ensino fundamental

Soares

2007

Cad. Pesqui.

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“…Another aspect of organizational capacity is what several researchers have termed program coherence . Coherence in education implies shared goals and frameworks and the presence of working conditions, structures, and routines that support those goals and allow the actors in the system to focus on their attainment (Newmann et al 2001 ;Beaver and Weinbaum 2012 ). 19 Like human and material capital, program 17 For example, during the era of Reading First grants, in systems focused on preventing such variation, observers would often encounter references to the "literacy police," administrators whose job it was to ensure that all teachers were following the program on a daily basis as scripted.…”

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confidence: 99%

Quality and Equality in American Education: Systemic Problems, Systemic Solutions

O’Day

Smith

2016

The Dynamics of Opportunity in America

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After briefl y reviewing the unequal opportunities outside schools that contribute to the disparities in educational achievement, attainment, and various indicators of adult success, this chapter zeroes in on addressing inequities within K-12 education. We argue that disparities within the educational system are the product of institutional structures and cultures that both disenfranchise certain groups of students and depress quality overall. Systemic causes require systemic solutions, and we envision a three-pronged systemic remedy: a continuous improvement approach for addressing the quality of educational opportunities for underserved students as well as of the system as a whole; targeted high-leverage interventions consistent with the overall approach but focused on key transition points and needs; and stronger connections between schools and other institutions and systems affecting the development and well-being of children and youth. We then outline a change strategy that incorporates both pressure and support for improvement from three distinct but interacting sources: government and administrative policy (federal, state, and local); professional accountability and networking; and collective engagement of parental, community, and advocacy organizations. We end the chapter with a consideration of recent developments in California and the degree to which they lay the groundwork for moving an equity agenda in the state.

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“…Many of the cases that Cohen and his colleagues have studied are of networks that have consciously managed the various elements of the system to develop these integrated wholes (Cohen et al 2014); the findings of this study are consistent with that research. But if the hope is that by developing good infrastructure, run of the mill schools will be able to generate consistency of practice, our research suggests a more pessimistic conclusion; only if the infrastructure is part of a coherent, designed, and integrated structure will it achieve its effects (Newmann et al 2001, Bryk et al 2010, Cobb and Jackson 2011, Cohen et al 2014, Johnson et al 2015.…”

Section: Discussionmentioning

confidence: 94%

“…In a world of fragmented governance and limited resources, coherence promises a way to align structures, processes, roles, and systems in ways that enable needed focus and align available assets towards educational improvement. While scholars have noted a variety of reasons why coherence is difficult to achieve in practice (Honig and Hatch 2004), it remains an attractive ideal at the school (Bryk et al 2010, Newmann et al 2001, network (Cohen et al 2014), district (Supovitz 2006, Cobb and Jackson 2011, Johnson et al 2015, and system O'Day 1991, Cohen andMoffitt 2009) levels.…”

Section: From Infrastructure To Coherent Design(s)mentioning

confidence: 99%

“…In offering this analysis, we seek to connect to and build upon the growing literature that emphasizes the importance of "coherence" as critical for effective school designs (Newmann et al 2001, Honig and Hatch 2004, Bryk et al 2010, Cobb and Jackson 2011, Cohen et al 2014, Johnson et al 2015, and to "thicken" the emerging literature on infrastructure.…”

Section: Kain 2005)mentioning

confidence: 99%

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Bringing values back in: How purposes shape practices in coherent school designs

Mehta¹,

Fine²

2015

J Educ Change

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Abstract:Perhaps the most daunting challenge in building good educational systems is generating quality practice consistently across classrooms. Recent work has suggested that one way to address this dilemma is by building an educational infrastructure that would guide the work of practitioners. This article seeks to build upon and complicate this work on infrastructure by examining why two very different schools are able to achieve consistency of practice where many other schools do not. Findings suggest that infrastructure is not self-enacting and needs to be coupled to school level design in ways that are coherent and mutually reinforcing if infrastructure is going to lead to consistency of outcomes. At the same time, we find that the schools differ substantially in their visions of knowledge, learning, and teaching (purposes), which in turn imply very different kinds of organizational designs (practices). In conclusion, we suggest that the notion of infrastructure is plural rather than singular, and that different designs are appropriate for different pedagogical visions and social contexts. 3 Bringing Values Back In: How Purposes Shape Practices in Coherent School DesignsOne of the most daunting challenges in building good educational systems is generating quality teaching practice consistently across the nation's many classrooms (Elmore 1996). Study after study reveals what American parents long have known: that teachers are the most important non-family input into students' academic successes, and that there is considerable variation in teacher quality from classroom to classroom (Sanders and Rivers 1996). Despite images of successful suburban schools and failing inner city schools, research consistently suggests that there is more variation among teachers within schools than across them (Rivkin, Hanushek, and Kain 2005).Researchers and reform advocates advance two different interpretations of this reality.For some, it suggests that the American K-12 sector needs systems that can measure individual teacher's contributions to student outcomes, which can in turn allow administrators to identify weak teachers and remove them from the field. Others argue that the problem lies less in "teachers" than in "teaching" (Hill and Herlihy 2011), meaning that the field as a whole needs to develop certain features that would enable ordinary teachers to produce quality practice. David Cohen and his colleagues, in particular, argue that the major challenge is to build the kind of "infrastructure" that exists in other professions and that functions to create more consistency of high schools that have succeeded in achieving considerable consistency across classrooms. In the pages that follow, we explicate the norms, structures, processes, and materials that enable these schools to enact their visions, and use this to develop an argument about how these schools differ from other schools we studied which had larger gaps between their espoused values and their enacted practices. (Of course, whether realizing one's values more...

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Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy

Cited by 301 publications

References 11 publications

Melhoria do desempenho cognitivo dos alunos do ensino fundamental

Melhoria do desempenho cognitivo dos alunos do ensino fundamental

Quality and Equality in American Education: Systemic Problems, Systemic Solutions

Bringing values back in: How purposes shape practices in coherent school designs

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