An Inquiry Into the Impact of Teacher Variances Within the Implementation of the Success for All Reading Program in Two School Districts PDF Download
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Author: Karen Parker Guillot
Publisher:
ISBN:
Category :
Languages : en
Pages : 390
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Author: Karen Parker Guillot
Publisher:
ISBN:
Category :
Languages : en
Pages : 390
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
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Author: Gerard A. Egan
Publisher:
ISBN:
Category : Literacy programs
Languages : en
Pages : 80
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The purpose of this study was to collect teachers' perceptions on the adoption and implementation of a new reading program as well as to analyze one cohort of students' fourth and sixth grade PSSA reading scores. The data were gathered using an on-line survey, interviews, and student PSSA scores. Seventy-one teachers from six public elementary schools completed an on-line survey. Participants were asked for their level of agreement with topics related to the adoption and implementation of a new reading program. Fifteen participants participated in 30-minute interviews that provided greater understanding of their perceptions. Participants were designated either novice or experienced based on their years of experience. Fourth and sixth grade PSSA scores from one cohort of students were compared to examine the impact of a new reading program. Teachers' perceptions of the program's effectiveness were compared to the students' actual scores. This data provided insights into the success of a program's first two years of implementation. Data were organized into tables and narrative form. Results of this study indicated that the school district effectively communicated the need for a new program because almost all of the participants in this study agreed that the former reading curriculum lacked consistency and recognized a need for action. However, teachers acknowledged that they were not part of the discussions that determined if a new reading program was needed in the first place; rather, they help select which program was going to be used. The preponderance of teachers, both novice and experienced, believed the reading program is developmentally appropriate for average and below average students. The program's ability to meet the unique needs of all students had the highest level of disagreement. The overwhelming majority of the participants believed that the reading program helped students become more proficient readers. The analysis of the PSSA scores indicated very little difference in proficiency categories between this cohort's fourth and sixth grade scores. After two years of instruction with the new reading program, the proficiency categories did not significantly change.
Author:
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 180
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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Author: Robert A. Fox
Publisher: John Wiley & Sons
ISBN: 1119082323
Category : Education
Languages : en
Pages : 726
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Book Description
The Wiley Handbook of School Choice presents a comprehensive collection of original essays addressing the wide range of alternatives to traditional public schools available in contemporary US society. A comprehensive collection of the latest research findings on school choices in the US, including charter schools, magnet schools, school vouchers, home schooling, private schools, and virtual schools Viewpoints of both advocates and opponents of each school choice provide balanced examinations and opinions Perspectives drawn from both established researchers and practicing professionals in the U.S. and abroad and from across the educational spectrum gives a holistic outlook Includes thorough coverage of the history of traditional education in the US, its current state, and predictions for the future of each alternative school choice
Author: Helen L. Davenport
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 94
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Book Description
The history of teaching reading and the evolution of numerous reading approaches and programs have been controversial issues for many years. The Nation At Risk report initiated by the National Commission on Excellence in Education indicated that America’s elementary students were not learning to read. This prompted state and national governments to initiate measures for closer alignment of the curriculum and measures to ensure student and teacher accountability. The establishment of the Virginia Standards of Learning set high benchmarks for all children in Virginia. The signing of The No Child Left Behind Act established high standards of accountability for all children in America. In order to meet these high standards, school systems were encouraged to use searched based reading programs. This research study investigates the use oftwo reading programs and what impact if any they had on the Virginia Standards of Learning reading tests scores obtained by third grade students. The conclusions of the research study indicated that the instructional strategies of the two programs did not significantly impact the tests scores of the students at the .05 level of significance. Although some teachers expressed a preference for one instructional program over the other, the classroom instructional strategies and teacher attitudes did not impact the reading test results either. Recommendations suggested combining strategies that were necessary for the success of the students. Reading instruction is not a one-size fits all process; therefore more teacher training and in service were also recommended.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Author: National Reading Panel (U.S.)
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 44
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