Research

Explore the studies that gave rise to and validate the AIW framework

About

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.

Achievement Benefits for Authentic Pedagogy 

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. (1999). Authentic Instruction and Assessment. Social Education 65(6): 368–373.

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.

Iowa Department of Education. (2012). An initial evaluation of the Iowa DE project to enhance students’ authentic intellectual work: Fall 2007 to Fall 2011, May 2, 2012. Des Moines, IA: author. Download PDF

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. Purchase Here

Ladwig, J. G., Smith, M., Gore, J., Amosa, W., & Griffiths, T. (2007, November). Quality of Pedagogy and Student Achievement: Multi-level Replicaton of Authentic Pedagogy.  Paper presented at the Australian Association for Research in Education Conference, Fremantle, Western Australia. Download PDF.

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.

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. (2013). Addendum to an initial evaluation of the Iowa DE project to enhance students’ authentic intellectual work: Fall 2007 to Fall 2011, March 8, 2013. Des Moines, IA: Iowa Department of Education. Download PDF

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. Purchase Here

Newmann, F.M., Lopez, G., & Bryk, A.S. (1998). The Quality of Intellectual Work in Chicago Schools: A Baseline Report. Chicago: Consortium on Chicago School Research. Purchase Here

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.



An Evaluation of the Authentic Intellectual Work Initiative in Iowa

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.