The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Sixth-Grade Advanced Reading Courses. CRESST Report 846

Autor/inn/en	Herman, Joan L.; Epstein, Scott; Leon, Seth; Dai, Yunyun; La Torre Matrundola, Deborah; Reber, Sarah; Choi, Kilchan
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Titel	The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Sixth-Grade Advanced Reading Courses. CRESST Report 846
Quelle	(2015), (197 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Design; Common Core State Standards; Language Arts; Grade 6; Advanced Courses; Reading Instruction; Curriculum Development; Cooperative Planning; Teacher Collaboration; Teacher Attitudes; Quasiexperimental Design; Teacher Surveys; Regression (Statistics); Achievement Tests; Standardized Tests; Student Records; Essays; Scoring; Learning Modules; Program Implementation; Statistical Analysis; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Common core curriculum; Curriculum; Kerncurriculum; Sprachkultur; School year 06; 6. Schuljahr; Schuljahr 06; Fortgeschrittenenunterricht; Leseunterricht; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Lehrerverhalten; Regression; Regressionsanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Schülerakte; Essay; Aufsatzunterricht; Bewertung; Learning module; Lernmodul; Statistische Analyse
Abstract	The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in sixth-grade Advanced Reading classes in a large Florida district, and the effectiveness of the intervention in this setting. The study found that teachers understood LDC and implemented it with fidelity and that curriculum modules were well crafted. Teachers also generally reported positive attitudes about the effectiveness of LDC and its usefulness as a tool for teaching CCSS skills. Although implementation results were highly positive, quasi-experimental analyses employing matched control group and regression discontinuity designs found no evidence of an impact of LDC on student performance on state reading or district writing assessments. Furthermore, students generally performed at basic levels on assessments designed to align with the intervention, suggesting the challenge of meeting CCSS expectations. Exploratory analyses suggest that LDC may have been most effective for higher achieving students. However understandable, the findings thus suggest that, in the absence of additional scaffolding and supports for low-achieving students, LDC may be gap enhancing. Two appendices are included: (1) LDC Instruments and Rubrics; and (2) Summary Report: Developing an Assignment Measure to Assess Quality of LDC Modules (Abby Reisman, Joan Herman, Rebecca Luskin, and Scott Epstein). (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06