| Autor: |
Devon Brenner, D. Kay Brocato, Terri Kurz |
| Jazyk: |
English<br />French |
| Rok vydání: |
2006 |
| Předmět: |
|
| Zdroj: |
Language and Literacy: A Canadian Educational e-journal (2006) |
| Druh dokumentu: |
article |
| ISSN: |
1496-0974 |
| DOI: |
10.20360/G2130T |
| Popis: |
This article examines a rural elementary school’s first year of implementation of a comprehensive school reform model, Accelerated Schools Plus. Teachers at this school were found to engage in literacy teaching practices consistent with moderately (but not high) performing schools, with strengths such as high levels of student engagement and relatively frequent coaching of students, and weaknesses such as infrequent teaching of comprehension and an almost exclusive use of passive instruction such as recitation. The reform model purports to help teachers to recognize such strengths and weaknesses, however, a focus on standardized test scores and accountability hampered teachers’ implementation of the reform model. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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