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RIGOR Walk: Development and Initial Validation of a Framework to Support Rigorous Learning Environments

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Title: RIGOR Walk: Development and Initial Validation of a Framework to Support Rigorous Learning Environments
Language: English
Authors: James Marshall, Douglas Fisher, Nancy Frey
Source: Journal of School Administration Research and Development. 2025 10(1):13-26.
Availability: Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: https://www.ojed.org/index.php/JSARD/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Models, Educational Environment, Interpersonal Relationship, Instruction, Educational Objectives, Class Organization, Relevance (Education), Validity, Reliability
ISSN: 2470-8496
2470-850X
Abstract: The term "rigor" in education often evokes resistance due to its inconsistent definitions and widespread misconceptions. This study introduces and validates the RIGOR Walk framework, a research- and practitioner-informed tool designed to define, observe, and enhance rigorous learning environments across classrooms. The framework is grounded in five core components--"Relationships", "Instruction", "Goals", "Organization", and "Relevance"--each supported by observable indicators aimed at promoting deep thinking, academic risk-taking, and meaningful engagement. Following iterative rounds of expert feedback, the framework was refined and validated in three phases: (1) establishing face validity through crowdsourced expert critique, (2) analyzing internal consistency and construct validity via 84 classroom observations, and (3) examining concurrent validity through correlations with student reading growth data. Results indicate high internal consistency (Cronbach's [alpha] [greater than or equal to] 0.81) and moderate, statistically significant correlations between framework implementation and the percentage of students demonstrating one year or more of reading growth (r = 0.42-0.68, p < 0.001). These findings suggest the RIGOR Walk framework is a reliable and valid tool for identifying and fostering rigorous, equitable, and high-impact instructional practices. Implications for broader content-area applications and longitudinal consistency of implementation are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473884
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: The term &quot;rigor&quot; in education often evokes resistance due to its inconsistent definitions and widespread misconceptions. This study introduces and validates the RIGOR Walk framework, a research- and practitioner-informed tool designed to define, observe, and enhance rigorous learning environments across classrooms. The framework is grounded in five core components--&quot;Relationships&quot;, &quot;Instruction&quot;, &quot;Goals&quot;, &quot;Organization&quot;, and &quot;Relevance&quot;--each supported by observable indicators aimed at promoting deep thinking, academic risk-taking, and meaningful engagement. Following iterative rounds of expert feedback, the framework was refined and validated in three phases: (1) establishing face validity through crowdsourced expert critique, (2) analyzing internal consistency and construct validity via 84 classroom observations, and (3) examining concurrent validity through correlations with student reading growth data. Results indicate high internal consistency (Cronbach&#39;s [alpha] [greater than or equal to] 0.81) and moderate, statistically significant correlations between framework implementation and the percentage of students demonstrating one year or more of reading growth (r = 0.42-0.68, p &lt; 0.001). These findings suggest the RIGOR Walk framework is a reliable and valid tool for identifying and fostering rigorous, equitable, and high-impact instructional practices. Implications for broader content-area applications and longitudinal consistency of implementation are discussed.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 13
    Subjects:
      – SubjectFull: Models
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Educational Objectives
        Type: general
      – SubjectFull: Class Organization
        Type: general
      – SubjectFull: Relevance (Education)
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      – SubjectFull: Validity
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      – SubjectFull: Reliability
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    Titles:
      – TitleFull: RIGOR Walk: Development and Initial Validation of a Framework to Support Rigorous Learning Environments
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            NameFull: James Marshall
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            NameFull: Douglas Fisher
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            NameFull: Nancy Frey
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              M: 01
              Type: published
              Y: 2025
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