Literaturnachweis - Detailanzeige
| Autor/inn/en | Mitchell, Stephanie; Wile, Nancy |
|---|---|
| Institution | Portland Public Schools, OR. Research and Evaluation Dept. |
| Titel | 2001 Literacy Program Evaluation: A Report of the Evaluation of Literacy Programs in Elementary and Middle Schools. |
| Quelle | (2002), (116 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Practices; Elementary Education; Literacy; Middle Schools; Professional Development; Program Effectiveness; Program Evaluation; Questionnaires; Reading Achievement; Reading Programs |
| Abstract | This report documents the evaluation of selected Portland, Oregon, Public Schools elementary and middle school literacy instructional programs and professional development models in 2000-2001. The literacy evolution examined the use of four reading intervention programs and professional development models as well as district adoptions of publisher reading materials. Implementation, best practices, and teachers use of programs and materials were evaluated for: (1) reading adoptions, including Harcourt Brace and Wright Group; (2) the Trails to Literacy professional development model; (3) the Success for All reading program; (4) the Consortium on Reading Excellence (CORE) professional development model; (5) the Corrective Reading program; and (6) other reading materials, including the Open Court and Junior Great books programs. Samples of between 228 and 320 teachers answered questions about the various programs, and other evaluation materials were gathered from a variety of sources. In terms of student achievement, the study found no educationally significant differences in reading gains for students using the different reading programs. Overall, reading achievement increased in the school district, but in the schools with large gains, it did not appear to be the reading program that made the difference, but rather the leadership of the principal and the size of the instructional group. Study findings provide information about teacher reactions to the various programs and make recommendations for program improvement possible. Six appendixes contain the various questionnaires and surveys. (Contains 1 figure, 28 tables, and 15 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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