Opportunity to Learn as a Research Concept and a Policy Instrument

McDonnell, Lorraine M.

doi:10.2307/1164509

Cited by 75 publications

(110 citation statements)

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“…Grouws & Cebulla, 2000). In particular, researchers in comparative studies became aware that when comparing the achievements of students, students' OTL resulting from curricular differences had to be taken into account (McDonnell, 1995). Therefore, OTL was often used to find an explanation why students from different countries performed differently in international comparative studies.…”

Section: The Concept Of Opportunity-to-learnmentioning

confidence: 99%

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Wijaya

Heuvel–Panhuizen

Doorman

et al. 2018

EURASIA J MATH SCI T

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This study investigated whether providing opportunity-to-learn can improve Indonesian students' performance in solving context-based mathematics tasks. On the basis of an inventory of Indonesian students' difficulties with these tasks and an analysis of textbooks and classroom practices, an intervention program for mathematics teachers was developed. This program contained tasks with relevant and essential contexts with missing or superfluous information, but without explicitly given mathematical procedures. The program also comprised guidelines for a consultative teaching approach with metacognitive prompts and questions for discussion to promote reflection in class. A field experiment with a pretest-posttest control-group design was carried out in six junior high schools in Indonesia involving 299 eightgraders. Students in the experimental group made significantly more progress on solving context-based mathematics tasks than students in the control group. Furthermore, an analysis of students' errors revealed that experimental students made significantly fewer task comprehension errors than control students. These results show that providing opportunity-to-learn, that is offering context-based tasks to students, which require mathematical modeling, and having teachers knowing the characteristics of such tasks and using a consultative teaching approach, can improve students' ability in solving context-based tasks.

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Section: The Concept Of Opportunity-to-learnmentioning

confidence: 99%

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Wijaya

Heuvel–Panhuizen

Doorman

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…The notion of OTL was first introduced by the International Association for the Evaluation of Educational Achievement (IEA) to determine whether cross-national differences in studentsÕ mathematics achievement were caused by differences in studentsÕ learning experiences rather than in their ability to master the subject (Husén, 1967;McDonnell, 1995). Strong correlations were found between OTL scores and mean student achievement scores, with high OTL scores associated with high achievement.…”

Section: Teacher Variablesmentioning

confidence: 99%

Assessing Between-School Variation in Educational Resources and Mathematics and Science Achievement in Bulgaria

2006

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“…This assumption is a primary rationale for the creation of state and Common Core content standards, which specify the particular skills and knowledge students are to acquire and therefore provide guidance for teachers on the most important content to be taught. Students' opportunity to learn (OTL) the content specified in the standards is thought to be an essential element for ensuring the validity of assessment results used to guide decisions for school accountability (McDonnell, 1995;Porter, 1995;Schmidt, Cogan, Houang, & McKnight, 2011). Research bears out the importance of content coverage in affecting student learning gains across subjects (e.g., Gamoran, Porter, Smithson, & White, 1997;Sebring, 1987).…”

mentioning

confidence: 99%

Instructional Alignment as a Measure of Teaching Quality

Polikoff

Porter

2014

Educational Evaluation and Policy Analysis

131

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Recent years have seen the convergence of two major policy streams in U.S. K-12 education: standards/accountability and teacher quality reforms. Work in these areas has led to the creation of multiple measures of teacher quality, including measures of their instructional alignment to standards/assessments, observational and student survey measures of pedagogical quality, and measures of teachers' contributions to student test scores. This article is the first to explore the extent to which teachers' instructional alignment is associated with their contributions to student learning and their effectiveness on new composite evaluation measures using data from the Bill & Melinda GatesFoundation's Measures of Effective Teaching study. Finding surprisingly weak associations, we discuss potential research and policy implications for both streams of policy.

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Opportunity to Learn as a Research Concept and a Policy Instrument

Cited by 75 publications

References 0 publications

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Assessing Between-School Variation in Educational Resources and Mathematics and Science Achievement in Bulgaria

Instructional Alignment as a Measure of Teaching Quality

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