A selected list of articles and monographs that are related to either the evaluation of the effectiveness of Practice-Based Inquiry or that provide a detailed discussion of a component or issue.
David Coulter. John R. Wiens. Educational Judgment: Linking the Actor and the Spectator. Educational Researcher, Vol 31, No 4, pp. 15-25. May 2002. Download
Coulter squarely considers the validity of professional judgment in the classroom.
Michael Luntley and J. Ainsley. The Role of Attention in Classroom Practice: Developing a Methodology. Mathematics Education Research Group of Australasia. 2000. Download
Ainsley and Luntley present their theoretical model for the importance of professional judgment as a rational construct in understanding how teachers teach.
Michael Luntley. J. Ainsley. What Teachers Know: Final report of the Arts and Humanities Research Board project: Attention and the Knowledge Basis of Expertise. University of Warwick. June 2004. Download
Description of philosopher Michael Luntley's initial findings from this field based project on professional judgment and the practice of teaching.
The SALT Study Research Team. Salt 360 Feedback and Evaluation Study: Phase One: Report to RIDE and SALT Leadership. Rhode Island Department of Education. September 2001. Download
The final report of the 2001 evaluation study of the early implementation of the SALT school visit and other SALT activities.
Thomas A. Wilson. M. W. Andrews. The Value of Rhode Island's SALT School Visit: A survey study of the perceptions of SALT visit team members. Catalpa Ltd. June 2005. Download
The findings of this systemic study of the perceptions of more than 500 participants on SALT visit teams, shows that teachers, school principals and other educators found that the visit experience has very high professional value.
Thomas A. Wilson. Accreditation Standards and School Improvement: Putting Methodology in its Proper Place. NCATE, Washington D.C. 1998. Order from publisher.
This monograph, appearing in a NCATE publication, examines how starting with the methodology for measuring institutional performance defines the nature of standards that can be established. It argues that the appropriate a standards based system that supports the growth of institutional performance must start with the purpose for the assessment and NOT with the available methods of assessment.
