Literaturnachweis - Detailanzeige
| Autor/inn/en | Briggs, Kerri L.; Thomas, Kay |
|---|---|
| Institution | Texas Center for Educational Research, Austin. |
| Titel | Patterns of Success: Successful Pathways to Elementary Literacy in Texas Spotlight Schools. |
| Quelle | (1997), (58 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Environment; Instructional Leadership; Primary Education; Reading Ability; Reading Improvement; Reading Instruction; Reading Programs; Reading Research; School Culture; School Effectiveness; Student Evaluation; Teacher Administrator Relationship; Teaching Methods; Texas; Texas Assessment of Academic Skills |
| Abstract | A study examined the experiences of students, teachers, and principals involved in the day-to-day teaching of early elementary reading in four of the 12 Texas "Spotlight Schools" (schools that emphasize early elementary reading and are useful in helping all children to read). Data were collected during four-day site visits to each school. During these visits, teachers were interviewed about their teaching practices, classroom instruction was observed, and principals were interviewed about how they support instruction. Results indicated that (1) teachers met with other grade-level teachers to discuss reading; (2) principals were involved with teachers' lesson planning; (3) schools used a variety of programs and materials to teach reading; (4) students took home reading materials; (5) students participated in reading incentive programs; (6) teachers organized and directed most of the reading instruction; (7) students worked in small groups during reading instruction; (8) students worked alone during reading instruction; (9) teachers organized small groups that were usually based on ability within the class; (10) schoolwide strategies helped teachers use time more effectively; (11) teachers used many approaches to assess reading ability; (12) teachers had information about students' reading ability at the beginning of the year; (13) schools analyzed formal test data; (14) schools prepared for the TAAS (Texas Assessment of Academic Skills) in different ways; (15) teachers developed skills through formal and informal learning opportunities; (16) instructional leadership was found throughout the school; (17) each school had a unique culture; and (18) schools worked with volunteers and local business to support reading. (Contains seven endnotes; and appendix contains a description of the research methodology. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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