Explore the studies that gave rise to and validate the AIW framework
The body of research on AIW spans over 25 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. (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.
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., 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.
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.
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., Lopez, G., & Bryk, A.S. (1998). The Quality of Intellectual Work in Chicago Schools: A Baseline Report. 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.
The Iowa Department of Education sponsored the Authentic Intellectual Work (AIW) project of professional development with high school administrator and teacher teams in 2007-08. The project's main goal was to enhance the intellectual quality of student work in Iowa schools by improving teachers' instructional and assessment practices. This video presents the main findings of this evaluation.
Jabr Dajani, D., Katz-Berger, H., King, M. B., Lang, L., Levy, A., & Pulvermacher, Y. (2020). Teacher leadership development: Building bridges not borders between Israeli Jewish and Palestinian educators. Journal of Research in International Education, 19(2), 120-136.
Gore, J., & Rosser, B. (2022). Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects. Professional development in education, 48(2), 218-232.
Gore, J. M., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 101, 103297.
Saye, J. W., Stoddard, J., Gerwin, D. M., Libresco, A. S., & Maddox, L. E. (2018). Authentic pedagogy: Examining intellectual challenge in social studies classrooms. Journal of Curriculum Studies, 50(6), 865-884.
Scheurman, G., & Gerwin, D. (2021). Authentic Assessment of Social Issues Instruction. Handbook on Teaching Social Issues, 313.
Reichhoff, N. F. (2020). Layered Instructional Leadership for Coherence: A Case Study of District and School Level Practices. The University of Wisconsin-Madison.
Marble, N. A. (2021). Fostering Rigorous Learning Opportunities Through Academic Conversations and the Teacher Professional Learning that Supports Sustained Schoolwide Use. The University of Wisconsin-Madison.
Buboltz, C. T. (2024). Instructional Frameworks that Enhance the Instructional Core: An Exploration of Authentic Intellectual Work as a Driver of Powerful Learning Experiences for All Students. The University of Wisconsin-Madison.
Jureidini, S. G. (2024). How Do Teachers Become Teacher Leaders: A Mixed Methods Comparative Study. The University of Wisconsin-Madison.