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vendredi 5 août 2011

Les enseignants ayant la valeur ajoutée la plus élevée sont ceux qui utilisent davantage l'enseignement explicite!!!!!!!!!!

Les deux études présentées par Pam Grossman montrent que les enseignants ayant la valeur ajoutée la plus élevée, calculée à partir des progrès des élèves, sont ceux qui utilisent le plus l'enseignement explicite tel qu'observé avec le Protocol for Language Arts Teaching Observations (PLATO). Au total, plus de 200 enseignants ont été observés!!!!!!!!

Voir Présentation powerpoint de Pam Grossman

Study Design, Year 1
- Identified teachers from the top and second to bottom quartile on two measures of Value-Added
within the same school
- 24 teachers matched within schools
- 9 middle schools
- Observed 6 days of instruction per teacher
- Observers did not know teacher quartile
- Captured additional measures of practice, including  teacher logs, student work, and open-ended notes

- Teachers in higher value-added quartile scored higher on measures of instructional practices across every dimension
- Strategy Instruction was strongest predictor of VA quartile


Year 2 Study Design:
- 179 teachers in 13 middle schools in NYC
- Attempted to get all ELA teachers within a school
- Fewer teachers at the highest VA quartile than expected
- 12 raters who received in-person training and reached 80% reliability on the instrument
- Observed 3-4 classes per teacher, 15% of classes double-coded

- Similar distribution of scores on elements across years 1 and 2
- Strategy Instruction and Modeling significantly associated with teachers‘value-added scores
{ Teachers with 1 point higher score on Strategy Instruction more than 4 times as likely to be in higher quartile)

Voir vidéo de cette présentation : The Protocol for Language Arts Teaching Observation (PLATO) developed at Stanford University Presentation by Pam Grossman

Voir l'étude 1 ici