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Measuring Reading Instruction With Teacher Logs

BRIAN ROWAN is the Burke A. Hinsdale Collegiate Professor in Education, research professor at the Institute for Social Research, and professor of sociology at the University of Michigan, 610 East University Avenue, Ann Arbor, MI 48109; browan{at}umich.edu. His work focuses on education as an institution, paying special attention to the organization and management of instruction and its effects on student achievement.

RICHARD CORRENTI is an assistant professor at the University of Pittsburgh’s School of Education and a research scientist at the Learning Research and Development Center, University of Pittsburgh, 5801 Wesley W. Posvar Hall, Pittsburgh, PA 15260; rcorrent{at}pitt.edu. His research interests include the measurement and determinants of instruction, how professional development influences instruction, and how instruction affects student learning.

The authors argue that the criticisms of their earlier article on teacher logs (Educational Researcher, March 2009) by Smagorinsky and Willis (this issue of Educational Researcher) do not address, much less undermine, the evidence they presented as part of their validation argument about the teacher logs. Moreover, they argue that their method for studying classrooms is not nearly as incommensurate with Smagorinsky’s and Willis’s methods as those authors’ arguments seem to imply. The authors of this rejoinder see the main differences between themselves and their critics as being around the notion of "consequential" validity, an issue they discuss at the end of this article.

Key Words: instructional practices • measurements • research methodology

Educational Researcher, Vol. 38, No. 7, 549-551 (2009)
DOI: 10.3102/0013189X09349313


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