Research Brief
Complex Instruction
This brief summarizing research and practice related to Complex Instruction in SFUSD. In 2010, San Francisco Unified School District was in its second year of support mathematics teachers in the use of Complex INstruction. The instructional approach of CI stems from research by Stanford. Professors Elizabeth Cohen ad Rachel Loto. Cohen and Lotan argue that […]
Study of Principal Time Use
Researchers from Stanford University’s Institute for Research on Education Policy and Practice (IREPP) shadowed and interviewed 99 San Francisco principals in March and April of 2009. The principals were shadowed from 1 hour before school to the end of the school day, and the researchers recorded the principals’ time use every 5 minutes and interviewed […]
Using a classroom observation protocol like PLATO to improve teaching & learning
This brief reports on research on the The Protocol for Language Arts Teaching Observations (PLATO), a classroom observation protocol focused on middle and high school English/language arts (ELA) instruction. Stanford Professor Pam Grossman and her team developed PLATO during a research study on classroom practices. Grossman found that structured observation tools: − Provide a common […]
Summary of CAHSEE Policy Study Findings Related to SFUSD
This brief presents a summary of findings from a study of the California High School Exit Exam in 2010. Findings include: 1) SFUSD students’ 8th grade ELA CST provides some indication of whether students will pass both sections of the CAHSEE; 2) There is considerable variation among SFUSD high schools in the eventual passing rates […]
Case Studies of Four Effective Elementary Schools in SFUSD
This brief describes the four interrelated school characteristics that are seen as effective in closing the achievement gap, including: 1) leadership as a foundation; 2) dynamic instruction and curriculum; 3) relational trust across the community; and 4) alignment of practices, personnel and resources.