首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACT

Evidence-based reform, in which proven programs are scaled up to reach many students, is playing an increasing role in American education. This article summarizes articles in this issue to explain how Reading Recovery has managed to sustain itself and go to scale over more than 30 years. It argues that Reading Recovery has succeeded due to a focus on evidence, professionalism, and community. Implications of the experience of Reading Recovery for policy and practice are discussed.  相似文献   

2.
ABSTRACT

This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited methodologically. The achievement and motivation levels before and after the intervention of Reading Recovery students and similarly low-performing first-grade students were compared using structural equation modeling. It was found that Reading Recovery had a .31 treatment effect on achievement after controlling for baseline achievement and motivational differences among the treatment and comparison students. Reading Recovery also was associated with greater average levels of posttest motivation, and motivation was found to mediate the treatment-achievement relationship. This study highlights how important it is for early reading interventions to consider the role motivation plays in literacy acquisition.  相似文献   

3.
Abstract

In critiquing our paper on “The literacy performance of ex-Reading Recovery students between two and four years following participation in the program: Is this intervention effective for students with early reading difficulties?”, Schwartz argues that we have engaged in pursuing political and ideological agendas as part of our ongoing attacks on the Reading Recovery program. We reject his claims and argue that if we are ideological, it is related to our commitment to the use of rigorous scientific research to examine claims made in favor of the Reading Recovery program. We also argue that Reading Recovery was adopted in New Zealand largely for political reasons rather than on the basis of carefully controlled research. We stand by our interpretation of various studies in New Zealand that call into question the effectiveness of Reading Recovery in terms of the stated goals for the program.  相似文献   

4.
ABSTRACT

With the increased numbers of dual enrollment students across the country as well as various state initiatives to increase retention among the student population at large, institutions face great challenges when balancing the many initiatives incumbent upon them. However, Tennessee, a state leader in both the free community college and dual enrollment initiatives, the Tennessee Board of Regents System (TBR), and its community colleges are positioned to improve retention rates by giving greater attention to their dual enrollment students. This brief study of one cohort of students at Walters State Community College (WSCC), located in East Tennessee, noted a major disparity in retention between students with dual enrollment experience and those without, suggesting an extant need to give particular consideration to institutional approaches designed to reinforce the dual enrollment programs and the students’ experience in said programs. Doing so may not only address the initiative of providing high quality dual enrollment classes to high school students but also improve institutional retention rates.  相似文献   

5.
ABSTRACT

Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students.  相似文献   

6.
This discussion of the sources of Reading Recovery presents the results of an investigation into whether or not this relatively costly, tutoring remedial reading program, designed for primary-grade students, is based on relevant experimental evidence as to how these students best learn to read. The general finding of the study was that Reading Recovery principles and practices are not based firmly on the experimental evidence that supports the so-called bottom-up model of children's reading development. To the contrary of Reading Recovery, Marie Clay, favors so-called top-down principles and models of reading instruction. Reading Recovery uses several empirically unverified procedures to decide which students are admitted to its tutoring sessions, to determine the progress in reading rehabilitation these tutees make, and to judge when students should be discontinued from Reading Recovery tutelage. The details on the shortcomings of Reading Recovery are judged to be prima facie evidence that it may not be a cost-effective educational innovation. Further authentication in that regard, it is pointed out, are recent studies by disinterested researchers who report that: (a) the initial successes of Reading Recovery in helping disabled readers overcome their handicap are only temporary in nature, and (b) the majority of the precepts and procedures prescribed for Reading Recovery by Marie Clay reflect a top-down orientation to reading development, as does the Whole Language (WL) philosophy of reading attainment. Educators and school boards should take this orientation of Reading Recovery under advisement when considering its purchase, it is urged.  相似文献   

7.
《Teaching Education》2013,24(3):353-361

Implementing meaningful educational change may be fostered by various types of institutions. One facet of current educational reform in the United States is focused on realignment of state and school district curriculum to reflect national academic standards. Graduate education courses bolster these initiatives by offering teachers opportunities to redesign curriculum in a supportive setting. Curriculum revision to meet new academic standards requires a comprehensive understanding of model design to facilitate emphasis on designing appropriate pedagogical approaches. This article describes utilizing web-based models in interdisciplinary curriculum to meet these goals as part of a graduate teacher education course.  相似文献   

8.
Abstract

In spite of serious reservations expressed by reading scientists regarding both its efficacy and its cost effectiveness, for over 20 years Reading Recovery has been promoted internationally as the intervention of choice for young struggling readers. Following a brief review of research on Reading Recovery, several suggestions for improvement are suggested. An alternative small group‐based instructional model (MINILIT) is then described. This provides additional focus on phonemic awareness and allows access to the MULTILIT program for younger struggling readers. The results from two preliminary pilot studies are presented.  相似文献   

9.
ABSTRACT

This article describes some of the methodology, practice and effect of reading groups run by Prison Reading Groups (PRG), which currently operates in 60 prisons across the UK, and is supported by the charity Give A Book. Groups choose what they want to read together and how they will read it. Reading aloud can aid literacy as well as being a force for collaboration and pleasure. Poetry can thrive in this environment, despite initial wariness, and Shakespeare has found some new and enthusiastic readers.  相似文献   

10.
ABSTRACT

This introduction to the special issue on Reading Recovery situates the enterprise in a broader educational reform context that has placed a priority on developing and fielding large-scale, systemic interventions that support ambitious instructional practice and student outcomes. Within this context, Reading Recovery is examined as an evolving, adaptive epistemic community in which tutors, teachers, leaders, coaches, and developers collaborate to produce, use, and refine the practical knowledge needed to support and sustain success among large numbers of struggling readers. Viewing Reading Recovery as an epistemic community provides a framework for more deeply engaging the articles in this special issue, for reflecting on Reading Recovery's history of success, and for speculating about Reading Recovery's future in rapidly evolving policy and reform contexts.  相似文献   

11.
ABSTRACT

Carisbrooke Day Centre was set up under urban aid by the Scottish Society for the Mentally Handicapped. This paper describes the setting up and maintaining of a twelve place centre for adults with profound and multiple impairments in Monklands district. Strathclyde region, Scotland. It details staff selection, student assessment and admission procedures. The philosophy of the centre is that it is a needs driven system based on the belief that students with profound and multiple impairments can learn and that staff can teach them. The major part of the article concerns the ‘Carisbrooke Wheel’ which describes the interrelationship between the various inputs to students on continuing developmental programmes irrespective of age. Comments are also made on training and management structures for such provision.  相似文献   

12.
Educational interventions are notoriously difficult to evaluate. This article describes an application of multilevel modelling to repeated measures as part of an evaluation of Reading Recovery in England. Growth curve and multivariate models are applied to the within and between school aspects of the design, which also included a phonological intervention. Reading Recovery is shown to be effective in the short term but not in the long term. A measure of social disadvantage is a powerful predictor of reading growth in the long term.  相似文献   

13.
ABSTRACT

Reading Recovery is a highly successful and widely used intervention for children with reading difficulties. However, it is an intensive intervention and some have argued that it is for this reason alone that it is effective. This argument is examined but found to be unsound. The central features of Reading Recovery are then described under the headings of assessment, curriculum and instruction, and the empirical evidence of their value reviewed. Using this method to analyse Reading Recovery as a case‐study of successful intervention certain key elements are revealed. The intensity of the intervention is identified as a necessary but not sufficient ingredient for effective remediation. Other factors of importance are the rigour and focus of assessment, the breadth of the curriculum which includes writing as well as reading, and the quality of instruction.  相似文献   

14.
ABSTRACT

Reading and library faculty collaborated in the revision of the developmental reading curriculum at Chandler-Gilbert Community College in an effort to strengthen students’ reading and information literacy skills through project-based learning. This article describes how the new curriculum addresses the challenging concepts defined in the Framework for Information Literacy for Higher Education in an effort to prepare students more effectively for college-level courses. The results of this new curriculum included stronger posttest scores and student success data.  相似文献   

15.
Abstract

This article describes the collective efforts educators and multiple community partners are taking to transform one alternative urban high school into a full-service community school. The article presents preliminary findings on the opportunities for bridging social capital that the full-service initiative has created and the impacts such opportunities have for students in urban alternative settings with multiple risk factors stacked against them.  相似文献   

16.
ABSTRACT

This article is an investigation into the Reading Partners scheme at a large inner London comprehensive school in England; this research comes from a small scale study I carried out as part of my Masters of Teaching at the Institute of Education, University College London. Reading Partners is a project whereby younger and older students within the secondary school education system are paired up to read aloud together in the school library every week over the course of a school year. The purpose of my study was to explore the relationships between these readers and to further understand what is gained from such shared reading. I argue that such collaborative reading aloud provides fertile ground for students’ development and that the sessions go beyond ‘just’ reading and, in fact, make reading become a ‘social’ activity. The significance of the personal relationship these students build and all that happens ‘beyond’ reading texts together should not be underestimated.  相似文献   

17.
ABSTRACT

This article unpacks the decision to decharter a successful urban middle school serving African American students, especially focusing on parental choice in a school caught between two urban reform initiatives: charter schooling and state takeovers of urban districts. Originally chartered by a university, DeCharter became a “school of choice” in an urban district. Though inclusion of all stakeholders motivated charter school decision-making, the decision to decharter excluded them. Working out the intricacies of “choice” and the influences of the policies on stakeholders' interpretations of dechartering illustrates the complexities of parental choice in urban districts and the unintended effects of reform initiatives.  相似文献   

18.
Jason Parsley  Joseph Rusinko 《PRIMUS》2017,27(4-5):442-450
Abstract

The Collaborative Research Project (CRP)—a mathematics research experience for undergraduates—offers a large-scale collaborative experience in research for undergraduate students. CRP seeks to widen the audience of students who participate in undergraduate research in mathematics. In 2015, the inaugural CRP had 100 undergraduate participants from across the United States; they collaborated on a month-long research effort applying tropical geometry to phylogenetics. CRP is envisioned as an annual event, one that scales to accommodate large numbers of interested students. This article describes the motivation for CRP, its structure, and the results of its inaugural iteration, and closes by assessing its future.  相似文献   

19.
Abstract

This paper offers a strategic initiative designed to boost the level of collaborative mathematical research involving undergraduate mathematics students at Butler University. It describes goals, program design, logistics, and outcomes for an 8-day intensive summer experience in which undergraduate mathematics majors engaged in original mathematical research at an introductory level.  相似文献   

20.
Abstract

This article describes possibilities afforded by using social media, specifically Twitter, as a way to encourage students to join political conversations across the United States and around the world. In this study, we describe a project in which students used Twitter to share commentary about the state of the 2012 presidential election. The experiences of these students illustrate both the potential strengths and limitations of using social media as a tool for political engagement.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号