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No description available.

This program evaluation studied Effective Behavioral and Instructional Support Systems (EBISS), a Response to Intervention (RTI) initiative focused at changing district leadership behaviors to close the policy-research-practice gap and improve students' reading outcomes at third grade. A pre/post quasi-experimental comparison using a matched group design evaluated the four-year initiative. EBISS districts (n = 25) were matched to non-EBISS districts n = 25) by important district variables of: (a) size (small, medium, and large) and (b) region (coast, central, east, south, and valley), (c) students receiving Free and Reduced Meals (FARM), (d) students who were white and non-white, (e) students who were male and female, (f) years of teacher's experience, and (g) third grade Oregon Assessment of Knowledge and Skills (OAKS) scores. The aim of this research was to answer two questions. The first asked whether the performance of students in non-EBISS and EBISS districts were significantly different when measured by their percent of students passing the third grade reading OAKS in 2006-07 (EBISS pre-treatment year) and 2010-11 (EBISS post-treatment year). The second question analyzed whether EBISS districts with high implementation scores made statistically significantly different gains from EBISS districts with low implementation scores on their percent of students who passed the third grade OAKS reading assessment from 2006-07 to 2012-11. The results of the first research question indicated no significant differences for group (p = .312) or time (p = .488) between EBISS and non-EBISS districts scores on the OAKS reading test at third grade. Similarly, the second research question results indicated no significant differences (p = .452) between EBISS districts with high and low implementation scores on the OAKS reading scores at third grade. Findings are discussed in relation to: (a) the challenge when measuring administrator effectiveness based on distal outcomes, (b) confounding variables that affected internal and external validity, and (c) how this study informs the future design of evaluation research, in the pre-implementation year of an initiative, so variables that are know to be effective in improving student outcomes can be replicated.

The purpose of this ethnographic study is to uncover relationships between the development of masculinities, the acquisition of early literacy and classroom processes. These processes include the early stages of the introduction of the National Literacy Strategy. The focus of the study is to examine literacy experiences in the early years classroom with reference to current anxieties about the progress and achievements of boys. The setting is a medium-sized primary school in the North of England. Data are drawn from participant and non-participant observation of adults and children, informal interviews and conversations with adults and the use of a questionnaire as the basis for informal interviews with children. Evidence is presented which suggests that boys in the class are already beginning to develop negative attitudes to literacy; possible factors to account for this are considered. These include administrative organisation, differential teacher expectations of boys and girls, the development of masculine subjectivities into resistance and boys' avoidance of literacy experiences through coping strategies. The impact of the introduction of the National Literacy Strategy on the gendered acquisition of early literacy is given detailed consideration. Findings indicate that all these factors do have considerable influence on differences in children's confidence in their approach to literacy attainment. The paper concludes that, with regard to future school policies, there is scope for greater co-operation between teachers in exploring the connections between gender, literacy attainment and classroom processes. It proposes that such explorations should be focused on both girls and boys. It explores ways in which such discussions might be begun. It proposes some ways in which practice might be modified. Suggestions for further classroom research are also made.

The observation of first grade children as they became readers led the researcher to this study. Some children found reading an effortless task, some progressed as expected with instruction, while others struggled. An effort was undertaken to gain insight into the various paths children took on their way to independent reading. The goal of this qualitative study was to describe the reading experiences of first grade children in order to enhance understanding and to describe their paths to look for similarities and differences. Five themes emerged from this study. First, the study found differing definitions of reading among the children, parents, and teachers. These conflicting definitions sometimes led to complications as the children learned to read. Second, the social construction of learning to read was clearly demonstrated by these children. Children in this study read together, held conversations about how to work their way through text, and engaged in joint decision making. While the children learned from and with each other throughout the study, a third theme that emerged was that of the personal nature of learning to read. In addition to reading and learning with peers, the children also chose to read alone. This seemed to be a time to try out and internalize new learning, as well as time to practice what was known. The various paths that the children took as they learned to read yielded a fourth theme. While the path for some was rather linear, others took a more circuitous route. The ability of the children in this study to identify more able readers and to seek them out to read and listen to emerged as the fifth and final theme. / Ed. D.

The purpose of this qualitative study was to examine the ways in which teachers scaffold students’ acquisition of reading comprehension skills. This semester-long study employed ethnographic methods of data collection, including classroom observations, teacher interviews, and video and audio recordings of classroom events. Data was analyzed using the constant comparative method as described by Strauss and Corbin (1990) and discourse analysis, informed by Mercer (1987). Two case studies offer detailed portraits of the nature of comprehension instruction in second grade classrooms. Findings indicate that teacher directed scaffolding of comprehension strategies and a classroom environment that supported engagement and understanding of text afforded young readers opportunities to acquire strategies that assist in making meaning from text. Study findings also suggest that a continuum of support within teacher-led lessons provided the students occasions to observe and to participate in comprehension strategy use in a supportive context. This study offers insight on pedagogical practices that support young readers in acquiring comprehension skills and strategies. / text

No description available.

No description available.

The APL (Module 1), previously submitted for examination, includes a contribution to the Scottish educational psychologists’ professional development programme, illustrating how particular instructional practices and approaches support the aims and objectives of the Scottish Curriculum for Excellence, by analysing how they exemplify models of learning compatible with the CfE philosophy. It also includes the evaluation of a comprehensive literacy programme and a number of evaluation studies of early literacy initiatives the author undertook within the local authority. Module 2, the literature review, explores and extends my understanding of early literacy development, and studies various influences and core skills underpinning it. I also discuss some models of reading development, with a particular focus on the development of early reading. I discuss how these relate to instructional and intervention practices, especially in relation to pupils with weak early skills. The main research focus of Modules 3 and 4 is an evaluation of the use and usefulness of developmentally based screening tools for early reading I had developed, the degree to which they help identify children with poor skills, and the degree to which and conditions within which they support the development of these skills. By using a retrospective approach to gathering test data and investigating test use I identified a number of implementation factors which it is important to identify in order to understand how to promote and embed consistent practice across schools within real-world settings. The limitations I discovered in the mixed results from test use alone and my subsequent exploration of whole school factors led me to a deeper understanding about the many influences and factors that come together to develop literacy in children. The conceptual model and assessment/planning tool I developed in Module 5 thus aims to bring these broader elements within an ecological framework that could be useful for assessment and planning for practitioners. Results of the small feedback study in this module suggest this model and assessment/planning framework would be welcomed by educational practitioners working not only with pupils with ASN, but with a broad range of pupils.

Research highlights the critical interrelationship between the literacy events, routines and practices parents embrace in their home settings, the literacy practices of the early childhood settings and the teaching of reading at schools. In this study, I explored the understandings that two teachers and two groups of parents of young children had about literacy, as it was interwoven into centre practice. In addition to this I reviewed the partnerships that existed between the home and centre settings, particularly the aspects that related to literacy learning and how this was linked with the centre-based programme for the children's learning outcomes. This study highlights the complex issues of implementing a comprehensive curriculum base - Te Whaariki, as well as the untapped resource of the parents involved in the setting. This research work further highlights the non-specific nature of the Early Childhood Curriculum document, and the difficulties of translating the sociocultural underpinnings it contains. The findings in this study led to suggestions that may enhance literacy learning and develop stronger partnerships for the future. Firstly, that the teachers consider being involved in further professional development in both the understanding of sociocultural theory, as well as how this may be implemented - 'theory into practice'. Secondly, that there is further professional development needed in understanding and implementing 'literacy whaariki', in order to more effectively co-construct children's varying literacy pathways as they move toward the formal reading programmes of the compulsory sector. Thirdly, that effective and meaningful communication of what the curriculum is offering to children is better understood by the parents, for clarification and for strengthening the links between the settings. The intent here is not to bring the school curriculum into the early childhood setting, but rather to establish seamless and effective means in which to assist children on their life-long journey of being literate citizens.