The Impact of Direct Instruction on Elementary Students' Reading Achievement in an Urban School District

Iver, Martha Abele Mac; Kemper, Elizabeth

doi:10.1207/s15327671espr0702_5

Cited by 23 publications

(9 citation statements)

References 8 publications

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“…MacIver and Kemper (2002) reported the results of a large-scale comparison of DI with other reading interventions implemented in general education elementary schools. Results indicated that DI did not result in significantly better reading achievement than other reading programs.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials

Ganz

Flores

2008

J Autism Dev Disord

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Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students' oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials

Ganz

Flores

2008

J Autism Dev Disord

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“…At the same time, schools were autonomous in some areas. Mac Iver and Farley (2003) noticed that studies (Crowson & Morris, 1985; Floden et al, 1988; Hannaway & Sproull, 1978; Rowan, 1982) conducted before the 1990s found that school districts paid little attention to curriculum and instruction issues. The ignoring of instructional issues at the district level was labeled as loose coupling (Elmore, 2000; Meyer & Rowan, 1992; Weick, 1976).…”

Section: Empirical Studies On Power Relationships and Decision Domainsmentioning

confidence: 99%

“…Decision making and policy making are central to educational leadership (Bascia, Cumming, Datnow, Leithwood, & Livingstone, 2005). Historically, school districts applied top-down command-and-control in areas such as resources, personnel, and budgeting while leaving principals and schools to make decisions in other areas such as curriculum and instruction (Honig, 2006; Mac Iver & Farley, 2003). Due to the school accountability movement and some new policy requirements since the mid-1990s, however, the situation might have changed.…”

mentioning

confidence: 99%

“…Both schools and central offices are playing more active roles in reforming the “technical core” of the school—curriculum and instruction. We noticed that some studies (e.g., Hightower, Knapp, Marsh, & McLaughlin, 2002; Knapp, Copland, & Talbert, 2003) examined districts’ and/or schools’ influences on school decision making, while other studies (e.g., Honig, 2006; Mac Iver & Farley, 2003; Malen, Ogawa, & Kranz, 1990; Walker, 2002; Wildavsky, 1996) theoretically framed the nature of district–school power relationships (e.g., top-down). However, few studies have empirically examined the district–principal decision-making power relationship.…”

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confidence: 99%

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Tight, Loose, or Decoupling? A National Study of the Decision-Making Power Relationship Between District Central Offices and School Principals

Xia

Shen

Sun

2019

Educational Administration Quarterly

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Do school district central offices and school principals have the same level of influence on school decisions? What does the district–principal power relationship look like? These two questions are discussed but are rarely examined in the literature. Based on a nationally representative sample from the 2007-2008 Schools and Staffing Survey data, we explored these two questions. Specifically, we applied the paired samples t test to compare the district central offices’ and school principals’ influences and applied the multilevel modeling method to estimate the power relationship. We found that (a) on average, districts and principals had the same level of influence on establishing curriculum, whereas school principals had higher influence on the other six decision areas examined (performance standards, teachers’ professional development programs, evaluating teachers, hiring teachers, discipline policies, and school budget), and (b) a tight coupling power relationship between district central offices and school principals was identified for the three areas related to the technical core of schools (performance standards, establishing curriculum, and teachers’ professional development programs), a loose coupling power relationship was revealed for the personnel (hiring and evaluating teachers) and budget areas, while a decoupling power relationship was found for discipline policy decisions. Discussions and implications for school leadership and policy were included in this study.

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“…Studies have indicated that sustained and concentrated reading intervention occurring during the first three years of school has often led to significant and meaningful changes in performance on children's proficiency test scores both in reading and mathematics (Apthorp, et al, 2001;Maclver & Kemper, 2002;Phillips, Norris, Osmond, & Maynard, 2002). In response the current national administration in their "No Child Left Behind" initiative, mandates reading achievement on the part of young children as part of their education program (Paige, 2001).…”

mentioning

confidence: 99%

When a little bit means a lot: The effects of a short‐term reading program on economically disadvantaged elementary schoolers

Luftig

2003

Reading Research and Instruction

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The Impact of Direct Instruction on Elementary Students' Reading Achievement in an Urban School District

Cited by 23 publications

References 8 publications

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials

Tight, Loose, or Decoupling? A National Study of the Decision-Making Power Relationship Between District Central Offices and School Principals

When a little bit means a lot: The effects of a short‐term reading program on economically disadvantaged elementary schoolers

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