Observations in 737 5th-grade classrooms reveal high amounts of basic skills instruction in reading and math as whole-group or individual-seatwork, delivered with mediocre instructional quality. Cooperative learning, technology, social studies or science are rare. Observed opportunities show little association with features of teachers or schools. Across 1st, 3rd and 5th grades, classroom quality is low if children are poor or are low on achievement; for others quality is inconsistent across grades. The promise of legislative mandates for high quality educational programs will depend on more accurate assessments of teaching and must address inequity in access to high-quality educational experiences.
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机译:在737 5年级教室中的观察结果显示,作为整体或单个座位的学习和数学,大量的阅读和数学基础知识教学水平不高。合作学习,技术,社会研究或科学很少见。观察到的机会与教师或学校的特征几乎没有关联。在1 st sup>,3 rd sup>和5 sup>年级中,如果孩子很差或学习成绩很差,教室的质量就会很差;对于其他人,质量在各个年级之间是不一致的。高质量教育计划的立法授权的承诺将取决于对教学的更准确评估,并且必须解决获得高质量教育经验方面的不平等现象。
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