Supporting Common Core Instruction with Literacy Design Collaborative: A Tale of Two Studies

Autor/inn/en	Herman, Joan; Epstein, Scott; Leon, Seth
Titel	Supporting Common Core Instruction with Literacy Design Collaborative: A Tale of Two Studies
Quelle	In: AERA Open, 2 (2016) 3, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Common Core State Standards; Instructional Design; Secondary School Teachers; Language Arts; Communities of Practice; Curriculum Implementation; Grade 8; Grade 6; Reading Instruction; Social Studies; Science Education; Fidelity; Evidence Based Practice; Teacher Effectiveness; Kentucky; Florida + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Lesson concept; Lessonplan; Unterrichtsentwurf; Sprachkultur; Community; School year 08; 8. Schuljahr; Schuljahr 08; School year 06; 6. Schuljahr; Schuljahr 06; Leseunterricht; Gemeinschaftskunde; Naturwissenschaftliche Bildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The article examines the results of two quasi-experimental studies of the implementation and impact of the Literacy Design Collaborative (LDC), an intervention designed to support secondary teachers' transition to Common Core State Standards in English language arts. The first study examines LDC implementation by eighth-grade social studies and science teachers in districts across Kentucky; the second study is set in sixth-grade advanced reading classes in a large urban district in Florida. Based on teacher surveys, logs, and analysis of classroom artifacts, the LDC was implemented with reasonable fidelity across both studies. Based on available assessment scores, results show statistically significant positive effects in Kentucky for reading but no corollary effect in Florida. There were no significant differences in writing scores in either site. The conclusion shares hypotheses that may explain the differences in results and reflects on implications for evidence-based practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06