The Impact of the Reading Apprenticeship Improving Secondary Education (RAISE) Project on Academic Literacy in High School: A Report of a Randomized Experiment in Pennsylvania and California Schools. Research Report

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Autor/inn/en	Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail; Ortiz, Lorena; Chan, Vincent; Saltares, Eliana; Toby, Megan; Schellinger, Adam; Jaciw, Andrew
Institution	Empirical Education Inc.; IMPAQ International, LLC.
Titel	The Impact of the Reading Apprenticeship Improving Secondary Education (RAISE) Project on Academic Literacy in High School: A Report of a Randomized Experiment in Pennsylvania and California Schools. Research Report
Quelle	(2015), (116 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Reading Programs; Content Area Reading; Metacognition; Program Implementation; Program Evaluation; Program Effectiveness; Randomized Controlled Trials; High School Students; Secondary School Teachers; Literacy Education; Reading Achievement; Faculty Development; Reading Comprehension; Classroom Environment; Student Surveys; Teacher Surveys; Principals; Administrator Surveys; California; Pennsylvania + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Programme evaluation; Programmevaluation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseleistung; Leseverstehen; Klassenklima; Unterrichtsklima; Schülerbefragung; Principal; Schulleiter; Kalifornien
Abstract	The Reading Apprenticeship instructional framework was developed by WestEd's Strategic Literacy Initiative (SLI) two decades ago to help teachers provide the literacy support students need to be successful readers in the content areas. It has since reached over 100,000 teachers in schools across the country, at the middle school, high school, and college levels. The Reading Apprenticeship framework focuses on four interacting dimensions of classroom learning culture: Social, Personal, Cognitive, and Knowledge-Building. These four dimensions are woven into subject-area teaching through metacognitive conversation--conversations about the thinking processes students and teachers engage in as they read. The context in which this all takes place is extensive reading--increased in-class opportunities for students to practice reading complex academic texts in more skillful ways. Teachers also work with students on explicit comprehension strategy instruction, vocabulary and academic language development techniques, text-based discussion, and writing. Reading Apprenticeship is designed to help teachers create classroom cultures in which students feel safe to share reading processes, problems, and solutions. In 2010, WestEd received a "Validation" grant from the Department of Education's Investing in Innovation Fund (i3) competition to scale-up and conduct a randomized controlled trial of the intervention through a project called Reading Apprenticeship Improving Secondary Success (RAISE). RAISE took place in California, Michigan, Utah, Pennsylvania, and Indiana and worked with nearly 2,000 teachers who served approximately 630,000 students during the grant period. This report presents findings from the randomized controlled trial conducted in two of those states: California and Pennsylvania. The report presents key implementation and impact findings from the i3 impact evaluation of the RAISE project. Most of the findings in this report are from the sample of students and data collected during teachers' second year in the study, after treatment teachers had received the full "dose" of professional development delivered over 12 months and could therefore be expected to fully implement Reading Apprenticeship. Data sources for this report include principal, teacher, and student surveys; professional development observations and attendance records; school district student records; and an assessment of students' literacy skills. Overall, the study's findings demonstrate the potential of RAISE to address the paucity of content-specific reading instruction in U.S. secondary schools--especially in science, where the need may be greatest. Appended are the following: (1) Impact Estimation Model; (2) Student Survey Constructs; (3) Teacher Survey Constructs; (4) Analytic Sample Baseline Equivalence; (5) Student Literacy Assessment; (6) Sample Attrition; (7) Additional Impact Analyses for Teacher Mediating Outcomes; (8) Additional Impact Analyses for Student Mediating Outcomes; (9) Additional Impact Analyses for Student Literacy; (10) Fidelity of Implementation Summary; and (11) Context for Program Implementation. (ERIC).
Anmerkungen	Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01