Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence? Improving Chicago's Schools.

By Fred M. Newmann, Anthony Bryk, J. Nagaoka. 2001

223 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c3ca4c22f8ed0b1b943c5dc12e8953b2dd5ed4f6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Guido Schwerdt
2. Amelie Wuppermann
3. John W. Saye
4. Ludger Woessmann

Citations in the corpus

• Is Traditional Teaching Really All That Bad? A Within-Student Between-Subject Approach (2011, background): “The relationship between assignments and student achievement is also analyzed by Newmann et al. (2001).”
• Inquiry-Based Learning: A Review of the Research Literature (2013, unknown): “Chicago, IL: Consortium on Chicago School Research.”
• Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests (2013, methodology): “…consistent with work done in other disciplines suggesting that students in classes emphasizing authentic pedagogy perform as well or better on tests of lower order content knowledge as their peers in classrooms with lower levels of intellectual challenge (Lee et al., 1997; Newmann et al., 2001).”