SRI-Teknisk rapport-sen.v13 - DPU

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(i.e., holding schools accountable, beliefs); (b)
teachers’ support of the
MSPAP for instructional purposes
• Current Instruction and Assessment in the Classroom
(~20 items): (a) degree
to which instruction and assessment reflected each
of the state-defined learning
outcome standards; (b) extent to which instruction
and assessment reflected
reform-oriented problem types • Change in Instruction
and Assessment from 1993 to 1997–1998 (~20
items):
(a) change in emphasis on learning outcomes; (b)
change in emphasis on the
use of reform-oriented problem types
• MSPAP’s Impact on Classroom Instruction and
Assessment (~6 items): (a)
extent to which the MSPAP influenced changes in
the classroom
• Professional Development Support for MSPAP (~8
items): (a) types of activities
related to the MSPAP; (b) amount of professional
development support
The student questionnaires paralleled the teacher
questionnaires when appropriate.
Thus, students were also asked about the nature of
instruction and classroom
assessment activities.
So that individual differences in change can be
modeled and the correlates of
change can be assessed, two levels of statistical
modeling are required (e.g., Bryk
& Raudenbush, 1992). In the first level, Level 1
(within-school model), trends
across the repeated measurements for individual
schools are modeled. At Level 2
(between-schools model), individual differences in
change across schools from
Level 1 are modeled in relation to hypothesized
explanatory factors (e.g., dimensions
from the teacher and student questionnaires, and
the variable of percentage
of free or reduced-price lunches).
Dimensions underlying the questionnaires administered
to teachers and students
from the schools in the sample were hypothesized
to explain individual differences in school performance
with time. However, because of the relatively
small number of schools in the sample, this study
focused on a subset of dimensions
from the questionnaires that may be of more interest
to stakeholders. From
the teacher questionnaire, two dimensions were