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![Success for All[R]. WWC Intervention Report PDF](https://books.google.com/books/content/images/frontcover/w3LqvgEACAAJ?fife=w150-h200)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 51
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Book Description
Success for All (SFA)[R] is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates. This intervention report focuses on the reading component of SFA[R], which is often implemented in the context of the SFA[R] whole-school reform program. Although the whole-school reform program has key components that are implemented in each school, school sites may vary considerably in the number of personnel used to implement SFA[R], particularly tutors and family support staff. The reading curricula are essentially the same at all schools, with each school receiving the same training, coaching support, and materials. Ratings presented in this report are not disaggregated by the variations in implementation of wholeschool reforms. The What Works Clearinghouse (WWC) reviewed 110 studies on Success for All[R]. One of these studies meets WWC evidence standards; six studies meet WWC evidence standards with reservations; the remaining 103 studies do not meet either WWC evidence standards or eligibility screens. Based on the seven studies, the WWC found positive effects in the alphabetics domain, potentially positive effects in the general reading achievement domain, and mixed effects in the comprehension domain. The conclusions presented in this report may change as new research emerges. Six appendices are included: (1) Study characteristics; (2) Outcome measures by construct within domain; (3) Summary of findings by domain; (4) Summaries of earlier findings and subgroup findings by domain; (5) Ratings by domain; and (6) Extent of evidence by domain. (Contains 12 footnotes.) [For earlier report, see ED497839. The following report meeting WWC evauation standards is reviewed in this intervention report: Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). "Final reading outcomes of the national randomized field trial of Success for All." Retrieved from Success for All website: ttp://www.successforall. net/_images/pdfs/Third_Year_Results_06.doc.
![Success for All[R]. WWC Intervention Report PDF](https://books.google.com/books/content/images/frontcover/w3LqvgEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 51
Get Book Here
Book Description
Success for All (SFA)[R] is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates. This intervention report focuses on the reading component of SFA[R], which is often implemented in the context of the SFA[R] whole-school reform program. Although the whole-school reform program has key components that are implemented in each school, school sites may vary considerably in the number of personnel used to implement SFA[R], particularly tutors and family support staff. The reading curricula are essentially the same at all schools, with each school receiving the same training, coaching support, and materials. Ratings presented in this report are not disaggregated by the variations in implementation of wholeschool reforms. The What Works Clearinghouse (WWC) reviewed 110 studies on Success for All[R]. One of these studies meets WWC evidence standards; six studies meet WWC evidence standards with reservations; the remaining 103 studies do not meet either WWC evidence standards or eligibility screens. Based on the seven studies, the WWC found positive effects in the alphabetics domain, potentially positive effects in the general reading achievement domain, and mixed effects in the comprehension domain. The conclusions presented in this report may change as new research emerges. Six appendices are included: (1) Study characteristics; (2) Outcome measures by construct within domain; (3) Summary of findings by domain; (4) Summaries of earlier findings and subgroup findings by domain; (5) Ratings by domain; and (6) Extent of evidence by domain. (Contains 12 footnotes.) [For earlier report, see ED497839. The following report meeting WWC evauation standards is reviewed in this intervention report: Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). "Final reading outcomes of the national randomized field trial of Success for All." Retrieved from Success for All website: ttp://www.successforall. net/_images/pdfs/Third_Year_Results_06.doc.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Category : Education
Languages : en
Pages : 257
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Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Author: Irene C. Fountas
Publisher:
ISBN: 9780325018218
Category : Language arts (Early childhood)
Languages : en
Pages : 208
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Book Description
Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI
![Success for All[R]. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/WZg1vwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
"Success for All" ("SFA")[R] is a comprehensive school reform model that includes a reading, writing, and oral language development program for students in pre-kindergarten through grade eight. Its underlying premise is that all children can and should be reading at grade level by the end of third grade and then remain at grade level thereafter. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates. A full-time "SFA"[R] facilitator employed by the school supports classroom instruction by training teachers, overseeing student assessments, and assisting with decisions about group placement and tutoring. Family Support Teams work on parent involvement, absenteeism, and student behavior. This intervention report focuses on the reading instructional component of "SFA"[R], which is often implemented in the context of the highly structured "SFA"[R] whole school reform program. Although the whole school reform program has key components that are implemented in each school, school sites may vary considerably in the number of personnel used to implement "SFA"[R], particularly tutors and family support staff. The reading curricula are essentially the same at all schools, with each school receiving the same training, coaching support, and materials. Ratings presented in this report are not disaggregated by the variations in implementation of whole school reforms. Reading outcomes from all studies included in this report are examined together and formed the basis for a single effectiveness rating for each outcome domain. What Works Clearinghouse (WWC) reviewed 74 studies on "Success for All"[R]. One of these studies met WWC evidence standards; six studies met WWC evidence standards with reservations; the remaining studies did not meet WWC evidence screens. Based on the seven studies, the WWC found potentially positive effects in the alphabetics and general reading achievement domains, and mixed effects in the comprehension domain. The evidence presented in this report is based on available research and may change as new studies emerge. (Contains 26 footnotes.) [The following seven studies are reviewed in this intervention report: (1) Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). "Final reading outcomes of the national randomized field trial of Success for All." Retrieved from Success for All Web site: http://www.successforall.net/_images/pdfs/Third_Year_Results_06.doc; (2) Dianda, M., & Flaherty, J. (1995, April). "Effects of Success for All on the reading achievement of first graders in California bilingual programs." Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA; (3) Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. "American Educational Research Journal," 30(1), 123-148; (4) Ross, S. M., Alberg, M., & McNelis, M. (1997). "Evaluation of elementary school school-wide programs: Clover Park School District. Year 1: 1996-97." Memphis, TN: The University of Memphis, Center for Research in Education Policy; (5) Ross, S. M., & Casey, J. (1998). "Longitudinal study of student literacy achievement in different Title I school-wide programs in Fort Wayne Community Schools year 2: First grade results." Memphis, TN: The University of Memphis, Center for Research in Education Policy; (6) Ross, S. M., McNelis, M., Lewis, T., & Loomis, S. (1998). "Evaluation of Success for All programs: Little Rock school district year 1: 1997-1998." Memphis, TN: The University of Memphis, Center for Research in Education Policy; and (7) Smith, L. J., Ross, S. M., Faulks, A., Casey, J., Shapiro, M., & Johnson, B. (1993). 1991-1992 Ft. Wayne, Indiana "SFA" results. Memphis, TN: The University of Memphis, Center for Research in Education Policy.].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
"Success for All"[R] is a program for students in pre-K through eighth grade that focuses on reading, writing, and oral language development. Using a whole-school improvement approach, the goal of "Success for All"[R] is for all students (including English language learners) to read at grade level by the end of the third grade. The program consists of 90 minutes of daily instruction, during which time students are grouped by their instructional level rather than their current grade level. Students are moved to new reading groups every quarter based on their progress in pursuit of the program's goal. The What Works Clearinghouse (WWC) identified 30 studies of the impact of "Success for All"[R] on English language learners that were published or released between 1983 and 2012. Eight studies are within the scope of the English Language Learners review protocol but do not meet WWC evidence standards. Four studies did not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Three studies had only one unit assigned to one or both conditions, which makes it impossible to attribute the observed effect solely to the "Success for All"[R] intervention. One study had a separate technology intervention used in addition to "Success for All"[R] in some intervention schools and no comparison schools, which makes it impossible to attribute the observed effect solely to the "Success for All"[R] intervention. Fourteen studies are out of the scope of the English Language Learners review protocol because they have an ineligible study design. Eight studies are out of the scope of the English Language Learners review protocol for reasons other than study design. A glossary of terms is included. (Contains 2 endnotes and 7 additional resources.).
Author: Ulrich Boser
Publisher: Rodale Books
ISBN: 0593135318
Category : Self-Help
Languages : en
Pages : 306
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Book Description
For centuries, experts have argued that learning was about memorizing information: You're supposed to study facts, dates, and details; burn them into your memory; and then apply that knowledge at opportune times. But this approach to learning isn’t nearly enough for the world that we live in today, and in Learn Better journalist and education researcher Ulrich Boser demonstrates that how we learn can matter just as much as what we learn. In this brilliantly researched book, Boser maps out the new science of learning, showing how simple techniques like comprehension check-ins and making material personally relatable can help people gain expertise in dramatically better ways. He covers six key steps to help you “learn how to learn,” all illuminated with fascinating stories like how Jackson Pollock developed his unique painting style and why an ancient Japanese counting device allows kids to do math at superhuman speeds. Boser’s witty, engaging writing makes this book feel like a guilty pleasure, not homework. Learn Better will revolutionize the way students and society alike approach learning and makes the case that being smart is not an innate ability—learning is a skill everyone can master. With Boser as your guide, you will be able to fully capitalize on your brain’s remarkable ability to gain new skills and open up a whole new world of possibilities.
Author: E. Thümler
Publisher: Springer
ISBN: 1137326255
Category : Education
Languages : en
Pages : 189
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Book Description
Philanthropic foundations play an increasingly important role in attempts to enhance the performance of school systems. Based on case studies from Germany, Switzerland and the US, this book develops an innovative model of effective education philanthropy for successfully tackling problems in the complex field of education.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
For the 2014 study, "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition," researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel featured demographically diverse college seniors who responded to questions about their experience of and adjustment to college. The study sample consisted of 168 incoming college freshmen in a highly selective, midsized private university in the United States. Researchers assessed the impact of the panelists' stories by comparing grade point averages at the end of students' freshman year. This study is a well-executed randomized controlled trial with low levels of sample attrition and meets WWC group design standards without reservations. The study authors found, and the WWC confirmed, that there was a statistically significant effect on mean grade point average. The following are appended: (1) Study details; (2) Outcome measures for the academic achievement domain; (3) Study findings for the academic achievement domain; and (4) Supplemental findings for the academic achievement domain. A Glossary of Terms is also included. [The following study is the focus of this "Single Study Review:" Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). "Closing the social-class achievement gap: A difference-education intervention improves first-generation students' academic performance and all students' college transition." "Psychological Science," 25(4), 943-953. doi: 10.1177/0956797613518349. For the What Works Clearing House Quick Review of this report, see ED544776.].
Author: Eva L. Baker
Publisher: Psychology Press
ISBN: 9780805812466
Category : Education
Languages : en
Pages : 272
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Book Description
First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Craig A. Albers
Publisher: Guilford Publications
ISBN: 1462521266
Category : Psychology
Languages : en
Pages : 273
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Book Description
Educators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format with lay-flat binding for easy photocopying, the book includes more than two dozen reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
