Literaturnachweis - Detailanzeige
| Autor/inn/en | Metcalf, Kim K.; Smith, Carl B.; Legan, Natalie A. |
|---|---|
| Institution | Indiana Univ., Bloomington. Indiana Center for Evaluation.; ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. |
| Titel | Evaluation of National Geographic School Publishing Nonfiction Literacy Materials. Summary Report. |
| Quelle | (2002), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Data Collection; Elementary Education; Evaluation Methods; Instructional Effectiveness; Instructional Material Evaluation; Instructional Materials; Literacy; Nonfiction; Reading Programs |
| Abstract | During the 2001-02 academic year, a purposive, national evaluation was undertaken of "Windows on Literacy" and "Reading Expeditions," two new school-based programs produced by the School Publishing Division of the National Geographic Society (NGS). The evaluation sought to determine the efficacy of the new materials for teachers and students. Questions posed were whether student academic performance improved when they were engaged with these literacy materials; what were the most effective practices teachers used to improve student performance as the materials were used; and whether students' affective behavior changed as a result of their experiences with these materials. The sample reflected broad geographic diversity across the U.S., classes at each of Grades 1-6, and use of books in both "Windows on Literacy" and "Reading Expressions." Each participating teacher (n=24) agreed to use at least five books from the appropriate literacy series during the study, and each assisted in three data collection activities--student generated concept maps, a written teacher survey, and extended teacher interviews by telephone (during which they shed light on their practices when using the materials). Findings suggest that students' learning improved significantly with these literacy materials and that teachers thought the books impacted their students' general attitudes toward learning. Teachers also thought that the pictures and the format of the text enabled students to personally connect with the texts, thereby making them more receptive to the content. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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