General practices in implementing NCLB- related standards, curricula and assessments The measure of implementation of in 2008 was constructed as an index in 2008. NCLB averaging at a limited and a great teachers’ responses (1=“not all”, 2=“to extent”, 3=“to extent”) to the question of is in the following five areas NCLB “Whether affecting your work” (α=0.93): curriculum materials I use with curricular activities I use with “The students,” “The students,” “ The content standards to which I of topics I cover in a particular subject teach,” “The number and ways I assess student These five items measured the same latent area,” “The learning.” construct based on factor analysis results (factor loading=0.795~0.892; eigenvalue=3.307). Teaching basic Specific pedagogical practices in teaching basic reading skills in 2008. reading skills is one of the key specific teaching practices targeted by NCLB. To measure such pedagogical practice, in the 2008 survey, we asked each teacher to rate how often they had students complete a series of activities as part of reading instruction on a five-point scale: 1= or 2 times a or 2 times a and “almost never,” 2= “1 month,” 3= “1 week,” 4= “almost every day,” or more times a on factor analysis results, we aggregated nine items into 5= “one day.” Based one composite variable including to make words or segment the sounds (α=0.90), “Blend sounds in or other and words,” “Read stories imaginative texts,” “Practice dictation (teacher reads students write down words) about something the students are context and interested in,” “Use pictures to read or sound out syllables of and practice sight words, words,” “Clap words,” “Drill e.g. as part of a phonics-based or letter-sound relationships to read words in competition,” “Use sentence meaning and structure to read and sentences,” “Use words,” “Practice letter-sound (factor loading=0.588~0.888; eigenvalue=4.091). associations” Independent variables
General practices in implementing NCLB- related standards, curricula and assessments in 2008. The measure of implementation of NCLB in 2008 was constructed as an index averaging teachers’ responses (1=“not at all”, 2=“to a limited extent”, and 3=“to a great extent”) to the question of “Whether NCLB is affecting your work” in the following five areas (α=0.93): “The curriculum materials I use with students,” “The curricular activities I use with students,” “ The content standards to which I teach,” “The number of topics I cover in a particular subject area,” and “The ways I assess student learning.” These five items measured the same latent construct based on factor analysis results (factor loading=0.795~0.892; eigenvalue=3.307). Specific pedagogical practices in teaching basic reading skills in 2008. Teaching basic reading skills is one of the key specific teaching practices targeted by NCLB. To measure such pedagogical practice, in the 2008 survey, we asked each teacher to rate how often they had students complete a series of activities as part of reading instruction on a five-point scale: 1= “almost never,” 2= “1 or 2 times a month,” 3= “1 or 2 times a week,” 4= “almost every day,” and 5= “one or more times a day.” Based on factor analysis results, we aggregated nine items into one composite variable (α=0.90), including “Blend sounds to make words or segment the sounds in words,” “Read stories or other imaginative texts,” “Practice dictation (teacher reads and students write down words) about something the students are interested in,” “Use context and pictures to read words,” “Clap or sound out syllables of words,” “Drill and practice sight words, e.g. as part of a competition,” “Use phonics-based or letter-sound relationships to read words in sentences,” “Use sentence meaning and structure to read words,” and “Practice letter-sound associations” (factor loading=0.588~0.888; eigenvalue=4.091). Independent variables
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