Systemic Supports for Comprehensive School Reform: The Institutionalization of Direct Instruction in an Urban School System

Iver, Martha Abele Mac

doi:10.1207/s15327671espr0903_5

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…Hypothetically, content delivery that is highly structured, such as scripted lessons, may provide basic instruction in research-based critical features of children’s reading processes at just the right moments in the children’s reading development, especially for teachers who are less knowledgeable (cf. Adams et al, 2002; Borman et al, 2005; Foorman, Francis, Fletcher, Mehta, & Schatschneider, 1998; Mac Iver, 2004; Ross et al, 2004).…”

Section: Rationalementioning

confidence: 99%

Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?

Amendum

Fitzgerald

2013

Journal of Literacy Research

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We addressed whether the degree of structure of reading content delivery to the children or degree of professional development support for the teachers was related to kindergarten through second-grade students' 2-year reading growth in high-poverty, low-performing schools. There were four categories of data sources: (a) classroom, curriculum-based, reading assessments; (b) principal questionnaires; (c) information about staff development and implementation of reading-instruction reform; and (d) demographic information. Six reading variables were created from the classroom reading assessments. Two variables were created from staff development logs and school-based reading-instruction implementation plans-"degree to which content delivery to children was structured" and "degree to which teachers were supported in learning the instructional structure and content." Control variables such as student poverty status and percentage of African American students in the school were created from the principal questionnaire and demographic data. Hierarchical linear models were used. Main conclusions were as follows: (a) Less structured content delivery overshadowed more structured delivery for student growth, but there was added value of being in schools with more characteristics associated with effectiveness. (b) Students who made the greatest growth were in schools with higher support for teachers. But in low-support settings, students made more growth if they 466 Journal of Literacy Research 45(4)were in schools with more characteristics associated with school effectiveness. (c) The degree of structure of content delivery and degree of professional development support were significantly related to growth in phonics knowledge, but not to growth in other reading subprocesses.Keywords ages 6-8, hierarchical linear modeling, low SES, professional development of teachers, quantitative (general)The present study addressed the following: (a) Is there a relationship between the degree of structure of reading content delivery and kindergarten through second-grade students' 2-year reading growth? and (b) Is there a relationship between the degree of professional development support for the teachers to learn the instructional structure and content and kindergarten through second-grade students' 2-year reading growth? The degree of structure of content delivery to the children was defined by the extent to which a framework was specified for content delivery and instructional activities. An example of high-structure delivery was one in which teachers were given scripts to use during reading lessons. An example of low-structure delivery was book floods with little or no explicit instruction. Degree of professional development support for teachers was defined by the extent to which professional development sessions were held as well as the extent of follow-up coaching or scaffolding. Study ContextOur study was conducted in the context of a statewide early reading reform effort in high-poverty schools that involved some features...

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Section: Rationalementioning

confidence: 99%

Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?

Amendum

Fitzgerald

2013

Journal of Literacy Research

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“…Similarly, the Talent Development model uses indicators of school-level performance and capitalizes on early and strategic intervention at specific grade levels (Kemple et al, 2005). In Philadelphia, this approach led to improvements in attendance, academic course credits earned, and rates of promotion to the next grade (Balfanz et al, 2006;Kemple et al, 2005;Mac Iver, 2004). Early indicators have also been used to great effect in San Jose's schools (Kless, 2013;Legters & Clark, 2015), and, more recently, in Boston Public Schools (Balfanz & Byrnes, 2019).…”

Section: If We Want To Understand Students' Learning Experiences We H...mentioning

confidence: 99%

Measure Learning Environments, Not Just Students, to Support Learning and Development

Paunesku

Farrington

2020

Teachers College Record: The Voice of Scholarship in Education

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Background Young people are more likely to develop into effective learners, productive adults, and engaged citizens when their learning environments afford them certain kinds of experiences. For example, students are more likely to succeed when they experience a sense of belonging in school or experience schoolwork as personally relevant. Purpose How can schools systematically ensure they provide every one of their students with the important developmental experiences they need to succeed and thrive? To answer this question, we offer a conceptual framework that integrates insights from empirical literatures in education, psychology, and developmental science; innovations from early warning indicator methods; and our own experiences as researchers working in partnership with practitioners to build more equitable and developmentally supportive learning environments. Research Design Integrative Perspective Recommendations We posit that schools currently pay a great deal of attention to the results of effective learning (e.g., high test scores), but not nearly enough attention to the causes of effective learning (e.g., assignments that are relevant enough to motivate students). We propose that schools could foster learning and development more systematically and more equitably if they started to measure, not just downstream learning outcomes, but also the upstream developmental experiences that make those outcomes more likely to unfold.

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“…To implement these policies, evidence-based training and technical assistance (TTA) are needed. TTA is more effective when it aligns with principles of school improvement and uses language that resonates with administrators ( 4 - 7 ); uses an external facilitator to guide schools through a systemic approach ( 8 - 11 ); takes the school and district contexts into account ( 4 , 6 , 7 , 12 ); co-constructs changes together with schools by adapting models to local context ( 13 , 14 ); is concrete, tangible, and adaptable to many settings ( 15 - 17 ); and clearly specifies the roles of district and school personnel, breaking down complex systems into component parts ( 17 ). In addition, diffusion theory predicts incremental adoption of innovations, implying a series of improvement efforts over time ( 18 ).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Healthy Schools Program: Part II. The Role of Technical Assistance

Beam

Ehrlich²,

Black³

et al. 2012

Prev. Chronic. Dis.

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IntroductionEvidence-based technical assistance may be needed to implement recent federal policy to prevent childhood obesity through the schools. The Healthy Schools Program is the largest school-based obesity prevention program in the United States. The objectives of this study were to evaluate the role of the program's training and technical assistance and to explore other contributing factors in changing school policies, practices, and environments.

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Systemic Supports for Comprehensive School Reform: The Institutionalization of Direct Instruction in an Urban School System

Cited by 5 publications

References 14 publications

Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?

Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?

Measure Learning Environments, Not Just Students, to Support Learning and Development

Evaluation of the Healthy Schools Program: Part II. The Role of Technical Assistance

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