Literaturnachweis - Detailanzeige
| Autor/inn/en | Wanzek, Jeanne; Vaughn, Sharon |
|---|---|
| Titel | Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes |
| Quelle | In: New Directions for Child and Adolescent Development, (2016) 154, S.31-48 (18 Seiten)
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| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1520-3247 |
| Schlagwörter | Fidelity; Curriculum Implementation; Intervention; Middle Schools; High Schools; Social Studies; Secondary School Teachers; Secondary School Students; Alignment (Education); Teaching Methods; Knowledge Level; Vocabulary; Critical Reading; Comprehension |
| Abstract | We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading comprehension and content instruction, teachers' fidelity was consistently low for some components and high for others. Teachers demonstrated consistently high implementation fidelity and quality for the instructional components of building background knowledge (comprehension canopy) and teaching key content vocabulary (essential words), whereas we recorded consistently lower fidelity and quality of implementation for the instructional components of critical reading and knowledge application. (As Provided). |
| Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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