The body of research on AIW spans over 20 years, and includes studies of schools from the U.S. and Australia. As this body of research has consistently demonstrated, the achievement benefits occurred on both assessments of authentic intellectual performance and conventional standardized tests of basic skills and curriculum content across all grades and all subjects studied.
Amosa, W., Ladwig, J., Griffiths, T., & Gore, J. (2007). Equity Effects of Quality Teaching: Closing the Gap. Paper presented at the Australian Association for Research in Education Conference, Fremantle, Western Australia.
Avery, P.G., Freeman, C., & Carmichael-Tanaka, D.L. (2002). Developing Authentic Instruction in the Social Studies. Journal of Research in Education 12(1): 50–56.
Carmichael, D.L., & Martens, R.P. (2012). Midwestern Magic: Iowa's Statewide Initiative Engages Teachers, Encourages Leadership, and Energizes Student learning. Journal of Staff Development, 33(3): 22-16.
King, M.B., Newmann, F.M., & Carmichael, D.L. (2009). Authentic Intellectual Work: Common Standards for Teaching Social Studies. Social Education, 73(1), pp 43–49.
King, M.B., Schroeder, J., & Chawszczweski, D. (2001, September). Authentic Assessment and Student Performance in Inclusive Schools. Brief No. 5. Madison, WI: Research Institute on Secondary Education Reform for Youth with Disabilities.
Ladwig, J.G., & King, M.B. (2003). Quality teaching in NSW public schools: An annotated bibliography. Sydney, Australia: New South Wales Department of Education and Training.
Ladwig, J. G., Smith, M., Gore, J., Amosa, W., & Griffiths, T. (2007, November). Quality of Pedagogy and Student Achievement: Multi-level Replication of Authentic Pedagogy. Paper presented at the Australian Association for Research in Education Conference, Fremantle, Western Australia.
Lee, V.E., Smith, J., & Croninger, R. (1997, April). How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science. Sociology of Education 70: 128–150.
Louis, K. S., Kruse, S. D., & Marks, H. M. (1996). Schoolwide professional community. In F. M. Newmann & Associates, Authentic achievement: Restructuring schools for intellectual quality (pp. 179–203). San Francisco, CA: Jossey-Bass.
Marks, H.M. (2000, Spring). Student Engagement in Instructional Activity: Patterns in Elementary, Middle and High Schools. American Educational Research Journal 37(1) 153–184.
Newmann, F.M., & Associates (1996). Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco: Jossey-Bass.
Newmann, F.M., Bryk, A.S., & Nagaoka, J. (2001). Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence? Chicago: Consortium on Chicago School Research.
Newmann, F.M., Marks, H.M., & Gamoran, A. (1996). Authentic Pedagogy and Student Performance. American Journal of Education 104(4): 280–312.
Newmann, F.M. & Wehlage, G.G. (1995). Successful School Restructuring: A Report to the Public and Educators. Madison, WI: Wisconsin Center for Education Research, University of Wisconsin.
Saye, J., & Social Studies Inquiry Research Collaborative. (2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to student performance on state-mandated tests. Theory and Research in Social Education, 41(1), 89–132.
Given the nation’s emphasis on more intellectually demanding instruction through initiatives like the Common Core State Standards, the lessons learned from this four-year study will be valuable not only for the insight they shed on this particular state program, but more generally and importantly, for how state and local agencies and schools can foster more intellectually demanding instruction that promotes student engagement and academic learning that is aligned with the standards. Learn more here.
Iowa Department of Education. (2012). An initial evaluation of the Iowa DE project to enhance students’ authentic intellectual work: Fall 2007 to fall 2011. Des Moines, IA: Author.