Authentic Academic Achievement Research Questions

Find the answers and explanations to the listed questions in the literature identified below:

1. To what extent does authentic pedagogy contribute to authentic student performance?
2. How much authentic pedagogy, as defined by the AAA standards, is taking place in schools?
3. To what extent does authentic pedagogy have different benefits to students from different backgrounds?

Newmann, Marks, and Gamoran. Authentic Pedagogy: Standards That Boost Student Performance, Issue Report No. 8, Spring 1995. University of Wisconsin – Madison. Available at www.wcer.wisc.edu (go to completed projects, all completed projects, Fred Newmann, Project Website, Center Issue Reports, No. 8, Spring 1995).

4. What is the impact of authentic pedagogy on student performance as measured by standardized tests?

Newmann, Bryk, Nagaoka. Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence? A Report of the Chicago Annenberg Research Project. Consortium on Chicago School Research. January 2001. Available at www.consortium-chicago.org/publications/p0a02.html.

5. What is the impact of instructional program coherence (a common and focused instructional framework guides curriculum, assessment, and instruction) on student performance?

Newmann, Smith, Allensworth, and Bryk. School Instructional Program Coherence: Benefits and Challenges. A Report of the Chicago Annenberg Research Project. Consortium on Chicago School Research. January 2001. Available at www.consortium-Chicago.org/publications/p0d02.html

6. What is the comparative impact of didactic instruction versus interactive instruction on student performance as measured by standardized tests?

Smith, Lee, and Newmann. Instruction and Achievement in Chicago Elementary Schools. A Report of the Chicago Annenberg Research Project. Consortium on Chicago School Research. January 2001. Available at www.consortium-Chicago.org/publications/p0f01.html

7. What is the impact of greater teacher review on student performance as measured by standardized tests?

Smith, Lee, and Newmann. Instruction and Achievement in Chicago Elementary Schools. A Report of the Chicago Annenberg Research Project. Consortium on Chicago School Research. January 2001. Available at www.consortium-Chicago.org/publications/p0f01.html