Research Supporting Classroom Walk-Through

What research supports Classroom Walk-through? The research-base and history of
CWT is extensive and can be divided into two areas:
 
Content: CWT is focused on the research of effective classrooms, effective instruction,
and learning. The primary focus is around Marzano’s “high yield” instructional
strategies, Bloom’s “Knowledge Taxonomy”, Lezotte’s principals of learning, and more. 
 
Process: The CWT process is also research-based, extending from the “Manage By
Walking Around (MBWA)” approach. The process also has deep roots in Goldhammer’s
clinical coaching model, data collection/analysis techniques, and research into
instructional leadership. On a spectrum of observation/coaching processes, CWT lies
between summative/evaluative processes (such as the FPMS process), and informal
observation/coaching. While formative, it provides focus to the observation, as well as a
means to collect data on research-based practices and strategies. 

The impact of the entire CWT process has been (and continues to be) researched.
Numerous studies point to the improvement in classroom instruction, benefits of
reflective practice, and the impact on student achievement. 
 

Classroom Walk-through References
 
Barnes, F., & Miller, M. (2001). Data analysis by walking around. The School Administrator, 58(4), 20-22, 24-25. 
 
Barnes, F., Miller, M., and Dennis, R. (2001). Face to face. Journal of Staff Development, 22(4), 42-43, 47. 
 
Frase, L., & Hetzel, R. (1995). School Management by Wandering Around. Lanham, MD: Scarecrow Press.
 
Good, T.L., & Brophy, J.E. (1999). Looking in Classrooms (8th Edition). New York: Allyn & Bacon. 

Marzano, R.J., Pickering, D.J., and Pollock, J.E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. 
 
Northwest Regional Educational Laboratory. (2001). Listening to student voices self- study tool-kit: Data in a day. Retrieved December 1, 2005, http://www.nwrel.org/scpd/scc/studentvoices/diad.shtml
 
Northwest Regional Educational Laboratory. (2001). Structured reflection protocol: Listening to student voices. Retrieved December 1, 2005, http://www.nwrel.org/scpd/scc/studentvoices/srp.shtml Reagan, T., & Case, C. (2000). Becoming a Reflective Educator: How to Build a Culture of Inquiry in Schools. Thousand Oaks, CA: Corwin Press. 
 
Taggart, G.L., & Wilson, A.P. (2005). Promoting Reflective Thinking in Teachers: 50 Action Strategies (2nd Edition). Thousand Oaks, CA: Corwin Press. 
 
York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J. (2001). Reflective Practice to Improve Schools: An Action Guide for Educators.
 

 
 

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