Literacy Design Collaborative 2017-2018 Evaluation Report. CRESST Report 867. Revised

Autor/inn/en	Wang, Jia; Herman, Joan L.; Epstein, Scott; Leon, Seth; La Torre, Deborah; Bozeman, Velette
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Titel	Literacy Design Collaborative 2017-2018 Evaluation Report. CRESST Report 867. Revised
Quelle	(2020), (240 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Readiness; Career Readiness; Literacy Education; Skill Development; Content Area Writing; Program Effectiveness; Teacher Attitudes; Administrator Attitudes; Student Attitudes; Teacher Collaboration; Communities of Practice; Coaching (Performance); Leadership Responsibility; Urban Schools; Hispanic American Students; At Risk Students; Writing Instruction; Elementary Secondary Education; Minority Group Students; Reading Skills; Writing Skills; Barriers + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Schriftliche Übung; Lehrerverhalten; Schülerverhalten; Lehrerkooperation; Community; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schreibunterricht; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit
Abstract	The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. This annual report reflects the second year of implementation in 14 Cohort 1 schools, which began implementation during 2016-2017, and the first year of implementation for 31 Cohort 2 schools, which commenced at the beginning of the 2017-2018 school year. Findings from multiple sources including participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Teacher, teacher leader, and administrator participants reported positive attitudes toward LDC. Participants across all groups perceived a positive impact on student outcomes. Additionally, analysis of student outcomes confirmed participants' positive views. Our quasi-experimental design study revealed that LDC had statistically significant effects on Cohort 2 middle school students' English language arts (ELA) performance, with an effect size of 0.15 for students receiving LDC instruction in all three core content areas: ELA, science, and social studies/history. [For the original report, "Literacy Design Collaborative 2017-2018 Evaluation Report. CRESST Report 863," see ED600053.] (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	2024/1/01