Using School Reform Models to Improve Reading Achievement: A Longitudinal Study of Direct Instruction and Success For All in an Urban District

Autor:	Steve Fleischman, Elizabeth Goldfeder, Aaron J. McDonald, Steven M. Ross, Matthew Hornbeck, John A. Nunnery, Robert Rachor
Rok vydání:	2004
Předmět:	Research design Longitudinal study Comprehensive school Teaching method Reading (process) media_common.quotation_subject Primary education Mathematics education Corporate social responsibility Achievement test Psychology Education media_common
Zdroj:	Journal of Education for Students Placed at Risk (JESPAR). 9:357-388
ISSN:	1532-7671 1082-4669
Popis:	This research examined the effectiveness in an urban school district of 2 of the most widely used Comprehensive School Reform (CSR) programs-Direct Instruction (DI), implemented in 9 district elementary schools, and Success for All (SFA), implemented in 2 elementary schools. In examining impacts on student achievement and school change outcomes (e.g., teacher buy-in, school climate), a mixed-method research design was employed, encompassing both quantitative and qualitative analyses. Student achievement results on the reading sections of the Ohio Proficiency Test and the Stanford Achievement Test showed that both DI and SFA schools performed comparably to other district schools after statistically adjusting for school and student variables. Qualitative measures indicated generally positive support for both models by teachers, principals, and parents. However, in the case of DI, findings indicated weaknesses in implementation due largely to uncertainties involving school versus district roles and inadequat...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::3b5b41ee6e77d09ad1fbd4305df7589b https://doi.org/10.1207/s15327671espr0904_3 Zobrazit plný text záznamu