Measuring Classroom Practice In Literacy Final Report Teaching Learning Research Initiative
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Measuring Classroom Practice In Literacy Final Report Teaching Learning Research Initiative
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Author : Eleanor Hawe
language : en
Publisher:
Release Date : 2009
Measuring Classroom Practice In Literacy Final Report Teaching Learning Research Initiative written by Eleanor Hawe and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
In New Zealand there are few widely used and proven instruments for the systematic gathering of information about teachers' literacy practices in the classroom. Much of the information we have about classroom practice has come from teacher self reporting with data gathered through surveys, logs, diaries, and interviews. An understanding of literacy teaching practices is essential to planning for and explaining patterns of student achievement. This report (104 pages) documents the findings of a two year study into the design and testing of an observational guide aimed at capturing critical / effective elements of teachers' literacy practice in Years 1-8.
Measuring Classroom Practice In Literacy
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Author : Judy M. Parr
language : en
Publisher:
Release Date : 2009
Measuring Classroom Practice In Literacy written by Judy M. Parr and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Literacy categories.
Teacher Teams And School Processes In Scaling Up A Content Literacy Innovation In High Schools Final Report
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Author : Denis Newman
language : en
Publisher:
Release Date : 2016
Teacher Teams And School Processes In Scaling Up A Content Literacy Innovation In High Schools Final Report written by Denis Newman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
We report on the scaling up of a high school content literacy intervention, Reading Apprenticeship, over a period of four years as part of the independent evaluation of an Investing in Innovation grant from the U.S. Department of Education to WestEd's Strategic Literacy Institute (SLI). The goal of our scale-up study was to understand the school processes that support successful implementation and promote scaling of an innovation. We focused on teachers, principals and other school-level program leadership who were also the focus for SLI's innovation designed to support scale. The logic model that our work was guided by built on research literature that provided insights into scale-up as increasing local ownership and depth of commitment, as well as growth in numbers. We provided formative feedback to SLI while contributing to the empirical methods and evidence for studying scale-up processes. Study Design: The scale-up study was conducted in parallel to a RCT in which 22 treatment and 20 control schools from Pennsylvania and California participated for three years. In the scale-up portion of the evaluation, a total of 239 schools in four cohorts adopted the program in Pennsylvania, Michigan, Indiana, and Utah. Our study focused on the scale-up teachers and schools but also compared these to teachers and schools in the RCT treatment group. Surveys of teachers and principals, as well as records of participation in project activities provided a rich longitudinal dataset. In addition, four schools served as case studies where school leaders and program support staff were interviewed over two years to offer a concrete picture of decision processes and resources. We used descriptive statistics from surveys of the larger sample to track changes over time in features of program implementation, as well as resulting changes in attitudes and commitment among teachers. Regression methods were used to identify predictors of increased or decreased participation. We used these predictors in comparing the scale-up and RCT as contexts for the implementation and impact of Reading Apprenticeship. Findings: Over the five years of the project, the scale-up of RAISE reached approximately 533,000 students, and 1,719 teachers in 239 schools in four states. During the first year of RAISE implementation, teachers and administrators in the Scale-up schools reported high levels of buy-in and commitment to the initiative. Teachers were successfully integrating Reading Apprenticeship practices into their instruction and cited collaboration and support from other teachers as the most effective means at building their capacity to implement what they learned during the RAISE professional development. Teachers and administrators identified competing initiatives as a primary challenge to implementing and sustaining RAISE long term and, as we found through our case study work, schools faced unique and localized challenges as they navigated their way through the scale-up. In the second and third year of implementation we found that trends in the uptake of RAISE activities and enthusiasm for the initiative decreased or leveled off by the third year. We also found a greater spread in responses across schools by the third year, calling for further investigation into school-level processes and the characteristics of schools that may be associated with the gain or loss of RAISE participants over time. Through this investigation, we found that teacher participation in team meetings during the first year and school-wide commitment (rather than individual commitment and actual classroom usage by the teachers) predicted the increase in number of teachers participating in a school. Such increases were less likely where the school did not see regular participation in team meetings in the first year and there was less commitment among teachers to school-wide success. Increases were unrelated to demographics and resources available to the school and unrelated to many characteristics and actions of administrators. We hypothesized that a process, consistent with SLI's innovation for scaling Reading Apprenticeship, which involved a cross-disciplinary teacher team within the school, led to increased and sustained program participation. As a final step, we compared the characteristics of Scale-up and RCT treatment schools. Scale-up schools had more of the characteristics associated with growth suggesting greater long term sustainability than in RCT schools. We raise the issue of whether the implementation under the constraints of the RCT is a good model for measuring impact in the context of scaling up an innovation.
Developing Habits Of Noticing In Literacy And Language Classrooms
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Author : Alyson Simpson
language : en
Publisher: Routledge
Release Date : 2019-08-15
Developing Habits Of Noticing In Literacy And Language Classrooms written by Alyson Simpson and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-08-15 with Education categories.
Noticing is an essential aspect of professional expertise in teaching – a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a ‘noticing teacher’ in the language and literacy classroom can make a real difference to students’ progress as readers and writers, to their literacy attainment and to their engagement with learning. This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of ‘noticing teachers’, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher’s work. Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how ‘noticing’ operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 2001
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
Research In Education
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Author :
language : en
Publisher:
Release Date : 1969
Research In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1969 with Education categories.
Research In Education
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Author :
language : en
Publisher:
Release Date : 1973
Research In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1973 with Education categories.
Core Practices In Teacher Education
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Author : Pam Grossman
language : en
Publisher: Harvard Education Press
Release Date : 2024-01-25
Core Practices In Teacher Education written by Pam Grossman and has been published by Harvard Education Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-01-25 with Education categories.
An exploration of teacher education programs around the world finds common focus in the use of core practices to better prepare teachers for the classroom
Developing Teachers Assessment Capacity
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Author : Christopher DeLuca
language : en
Publisher: Routledge
Release Date : 2019-12-13
Developing Teachers Assessment Capacity written by Christopher DeLuca and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-12-13 with Education categories.
Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.
Monthly Catalog Of United States Government Publications
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Author :
language : en
Publisher:
Release Date : 1984
Monthly Catalog Of United States Government Publications written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1984 with Government publications categories.