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Exploring Consistency in Elementary Teacher Practice Across Subjects","","Teacher evaluation systems often treat instructional quality as generic across subjects, yet empirical evidence is limited on whether elementary teachers deliver comparable instruction throughout the school day. Using data from the Measures of Effective Teaching (MET) project, including surveys and classroom observations from 500+ teachers, the study estimates within-teacher, cross-subject consistency. 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[http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nDoes Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice Across Subjects  \nJulie Cohen  \nErik Ruzek  \nUniversity of Virginia  \nLia Sandilos  \nTemple University  \nTeacher evaluation systems treat instructional quality as generic. Principals often observe elementary teachers in one subject and generalize assessments to all subjects. However, there is little empirical work to justify these decisions. This study provides needed evidence about whether elementary teachers engage in comparable instruction across the school day. We draw on data from the Measures of Effective Teaching (MET) project, including student survey and classroom observational data from more than 500 elementary teachers. Findings indicate that there is moderate within-teacher, cross-subject consistency on the Tripod and Classroom Observation Scoring System (CLASS). Cross-subject correlations are higher on the Tripod scales (r values from 0.55 to 0. 73) than the CLASS dimensions and domains (r values from 0.25 to 0.55). These findings suggest that teaching quality is not a uniform construct across subjects, even though current teaching evaluation systems largely treat it as such. Implications for elementary teacher preparation, professional development, and evaluation are discussed.  \nKeywords: elementary schools, hierarchical linear modeling, observational research, school/teacher effectiveness, secondary data analysis, teacher assessment  \nIntroduction  \nA principal walks into a fourth-grade classroom and observes students engaged in rich, mathematically complex tasks. The teacher circulates around the room, providing detailed feedback to students. Management issues are seemingly invisible, and students are respectful and warm with each other and their teacher. The principal might assume this snapshot of instructional quality should be attributed to the teacher and hypothesize that a writing lesson in that same classroom run by the same teacher would feature similar characteristics. In fact, most current teacher evaluation systems rest on that assumption: that teaching quality is stable across content areas. Principals often observe elementary teachers in a single subject and generalize those assessments of instructional quality across subjects (J. Cohen & Goldhaber, 2016) . In other words, evaluation systems treat measures of teaching as measures of teachers without recognizing the ways in which instructional quality may vary across subjects, even when the same teacher is working with the same students (Bell et al., 2012; Gitomer, 2009) .  \nDecades of research on teaching suggests such assumptions might be misguided, that teaching activities and corresponding quality are situated in the particular content of instruction (D. K. Cohen, Raudenbush, & Ball, 2003; Stodolsky, 1988). Based on this, one would hypothesize that the teacher of the high-quality mathematics lesson described  \npreviously might not demonstrate the same teaching quality in a writing lesson because of various factors, from content knowledge in the two subjects, to the curricular materials made available in different subjects, to the students’ prior histories in mathematics and writing instruction (Graybeal & Stodolsky, 1986) . Indeed, the cross-subject stability of measures of teaching quality has been a recent topic in the value-added literature. Asking whether “a good elementary teacher is always good” (Goldhaber, Cowan, & Walch, 2013), researchers have found moderate within-teacher, cross-subject correlations on value-added models (VAMs), ranging from 0.35 to 0.65 (Goldhaber et al., 2013; Loeb & Candelaria, 2012; Loeb, Kalgorides, & Béteill","cbCaisB417VuEIe1","https://ap.wps.com/l/cbCaisB417VuEIe1","pdf",943697,16,"English","# Introduction\n# Study Design and Data Sources\n# Findings on Cross-Subject Consistency\n# Implications for Teacher Preparation and Evaluation","[{\"question\":\"What question does the study address about teaching quality across subjects?\",\"answer\":\"It examines whether elementary teachers provide instruction of comparable quality across different subject areas over the school day.\"},{\"question\":\"What data sources are used to measure instructional quality?\",\"answer\":\"The study uses MET project data, including student survey data and classroom observational data from more than 500 elementary teachers.\"},{\"question\":\"What do the findings show about consistency across subjects?\",\"answer\":\"There is moderate within-teacher cross-subject consistency on Tripod and CLASS, with higher cross-subject correlations on Tripod scales than on CLASS dimensions and domains.\"}]","Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice Across Subjects | PDF",1792070119]