Journal article
Survey Measures of Classroom Instruction Comparing Student and Teacher Reports
Educational policy (Los Altos, Calif.), Vol.24(2), pp.267-329
03/01/2010
DOI: 10.1177/0895904808330173
Abstract
This analysis contributes to efforts to improve the use and understanding of survey data in education policy research by asking: How different are student and teacher reports of classroom instruction? Do student, class, or teacher characteristics account for any of the differences? Using National Assessment of Education Progress (NAEP) data, we compare the responses of middle-school students and their teachers to the same questions about mathematics instruction. We found low correlations and small significant mean differences between student and teacher reports; we also found that student reports are sensitive to key student and class variables, most notably to individual and class achievement, student race/ethnicity, income, parent education, and motivation. Implications for using student survey data in policy research are discussed.
Details
- Title: Subtitle
- Survey Measures of Classroom Instruction Comparing Student and Teacher Reports
- Creators
- Laura M. Desimone - University of PennsylvaniaThomas M. Smith - Vanderbilt UniversityDavid E. Frisvold - Emory University
- Resource Type
- Journal article
- Publication Details
- Educational policy (Los Altos, Calif.), Vol.24(2), pp.267-329
- Publisher
- Sage
- DOI
- 10.1177/0895904808330173
- ISSN
- 0895-9048
- eISSN
- 1552-3896
- Number of pages
- 63
- Language
- English
- Date published
- 03/01/2010
- Academic Unit
- Economics; Public Policy Center (Archive)
- Record Identifier
- 9984283727802771
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