Rigor, Relevance, and Results: The Quality of Teacher Assignments and Student Work in New and Conventional High Schools

Mitchell, Karen; Shkolnik, Jamie; Song, Mengli; Uekawa, Kazuaki; Murphy, Robert C.; Garet, Mike; Means, Barbara

doi:10.1037/e538442012-001

Cited by 19 publications

(29 citation statements)

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“…Strikingly, however, there is little or no focus on promoting self-transcendent aims in expert guides for educational practitioners (e.g., National Research Council, 2000, 2004; Pintrich & Schunk, 2002; Mitchell et al, 2005). We hope the present experimental interventions, combined with past experimental research (e.g., Grant, 2007, 2013), can begin to encourage a shift in thinking toward beyond-the-self aims.…”

Section: Resultsmentioning

confidence: 99%

Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.

Yeager

Henderson

Paunesku

et al. 2014

Journal of Personality and Social Psychology

353

324

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Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in four studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative, and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math GPA over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly-boring task (Study 4). More self-oriented motives for learning—such as the desire to have an interesting or enjoyable career—did not, on their own, consistently produce these benefits (Studies 1 and 4).

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Section: Resultsmentioning

confidence: 99%

Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.

Yeager

Henderson

Paunesku

et al. 2014

Journal of Personality and Social Psychology

353

324

View full text Add to dashboard Cite

show abstract

“…Previous studies have shown that improved student achievement is linked to more rigorous student assignments, including asking students to engage in higher level thinking, apply core content, and provide extended explanations of information (Newmann, Bryk, & Nagaoka, 2001;Newmann, Lopez, & Bryk, 1998). Studies have found specific positive relationships between the rigor of instruction in mathematics classrooms and the quality of student work and subsequent test scores (Mitchell et al, 2005;Shkolnik et al, 2007). Additionally, positive relationships have been found between rigorous instructional strategies, such as engagement in higher order thinking, and the teachers' value-added scores (MET Project, 2010, 2012.…”

Section: Rigorous Instructionmentioning

confidence: 96%

Success in the college preparatory mathematics pipeline: the role of policies and practices employed by three high school reform models

Arshavsky

Edmunds

Miller

et al. 2013

School Effectiveness and School Improvement

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This paper examines the relationship of the policies and practices employed by 3 high school reform models -Early College High Schools, Redesigned High Schools, and High Schools That Work -with student success in college preparatory mathematics courses by the end of the 10th grade. Data on policies and practices collected through a survey of school principals in North Carolina are combined with administrative data on student course-taking and performance. The examined policies include course-taking requirements, rigorous instruction, academic support, personalization, and relevance. Results show that implementation of these policies varies across models and that higher levels of implementation of combinations of these policies are associated with improved outcomes.

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“…The standards developed by Newmann et al (1998) and the instructional assessment toolkit developed by Matsumura and her colleagues (2006) are more commonly used to examine the cognitive demand of classroom instruction, assignments, and student work, as opposed to the cognitive demand of test items (Mitchell, et al, 2005;Matsumura et al, 2008). Therefore, we eliminated these frameworks from further consideration.…”

Section: Selection Of Framework To Analyze the Cognitive Rigor Of Stamentioning

confidence: 99%

Estimating the Percentage of Students Who Were Tested on Cognitively Demanding Items Through the State Achievement Tests

Yuan¹,

Le²

2012

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Rigor, Relevance, and Results: The Quality of Teacher Assignments and Student Work in New and Conventional High Schools

Cited by 19 publications

References 0 publications

Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.

Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.

Success in the college preparatory mathematics pipeline: the role of policies and practices employed by three high school reform models

Estimating the Percentage of Students Who Were Tested on Cognitively Demanding Items Through the State Achievement Tests

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