Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools

Madden, Nancy A.; Slavin, Robert E.; Karweit, Nancy; Dolan, Lawrence J.; Wasik, Barbara A.

doi:10.2307/1163192

Cited by 45 publications

(55 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings are consistent with those from previous studies that showed that female students have higher reading motivation and perform higher in reading comprehension compared to male students (Baker & Wigfield, 1999;Wentzel, 1989;Wigfield & Guthrie, 1997). Because students' reading motivation is an important predictor of their school success (Dreher, 2003;Ivey & Broaddus, 2001;Madden, Slavin, Karweit, Dolan, & Wasik, 1993;Rowe, 1991), males' lower reading motivation should be viewed with some concern. Unlike previous studies (Eccles et al, 1993;Gambrell, Codling, & Palmer, 1996;Marsh, 1998;Sainsbury & Schagen, 2004), this study found that eighth-grade students scored higher on key aspects of reading motivation compared to sixth-graders.…”

Section: Gender Grade and Racial Differences In Reading Motivationsupporting

confidence: 91%

Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading

Mucherah

Yoder

2008

Reading Psychology

View full text Add to dashboard Cite

Section: Gender Grade and Racial Differences In Reading Motivationsupporting

confidence: 91%

Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading

Mucherah

Yoder

2008

Reading Psychology

View full text Add to dashboard Cite

“…We decided to combine the results of both articles, noting that the results of the follow-up measures might be biased. Madden, Slavin, Karweit, Dolan, and Wasik (1993) and Slavin, Madden, Karweit, Livermon, and Dolan (1990) reported outcomes of Success for All (SFA), an intervention programme starting in preschool and continuing into Grade 3. Slavin et al described the first year of SFA (1987/1988), and reported outcomes for five samples (preschool, kindergarten, Grade 1, Grade 2, Grade 3).…”

Section: Deciding On the Relevant Comparisonsmentioning

confidence: 99%

The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention

Blok¹,

Fukkink²,

Gebhardt³

et al. 2005

International Journal of Behavioral Development

View full text Add to dashboard Cite

Although it is generally believed that early intervention programmes are an effective means to stimulate children's cognitive development, many questions remain concerning programme design and delivery. This article reviews 19 studies into the effectiveness of early intervention programmes published from 1985 onward. The database comprised 85 different outcomes or effect sizes (71 in the cognitive domain, 14 in the socioemotional domain). The overall effect size estimate was d ¼ 0.32 (SE ¼ 0.05) in the cognitive domain, and d ¼ 0.05 (SE ¼ 0.02) in the socioemotional domain. Effect sizes were found to depend on delivery mode. Centre-based interventions and interventions following the combined home-and centre-based delivery mode produced greater effect sizes than did home-based programmes in the cognitive domain, but not in the socioemotional domain. The programme inclusion of coaching of parenting skills was also positively related to outcomes in the cognitive domain. Several other programme characteristics, including age of onset, programme length and intensity, continuation after kindergarten, and the inclusion of social or economic support, appeared not to be uniquely related to outcomes.

show abstract

“…The explicit aim of those methods and of that research was to meet the challenge of improving these students' basic academic skills. That is a challenge of enormous public significance (in addition to its significance for the students themselves and their families) that appears to have inspired some remarkably effective responses Madden, Slavin, Karweit, Dolan, and Wasik, 1993;Slavin, Madden, Dolan and Wasik, 1996). The authors of the cooperative learning methods used to study effects on gifted children's attitudes toward cooperative learning in the Ramsay and Richards study (1997) never recommended those methods for use with gifted children.…”

Section: Cooperative Learning With Gifted Children: An Example Of Meamentioning

confidence: 99%

Differentiating Methods of Cooperative Learning in Research and Practice

Sharan¹

2002

Asia Pacific Journal of Education

View full text Add to dashboard Cite

The various cooperative learning methods overlap but are not equivalent in terms of their theory, procedures and goals. In light of their unique characteristics, they will not necessarily lead to the same goals typically achieved by other methods. Means-ends relationships are neglected too often in educational practice and research, with the result that methods of teaching are applied for purposes which they cannot possibly achieve, or they accomplish only a fraction of what was anticipated. An extensive study of some children's attitudes toward cooperative learning is analysed here as an example of the inappropriate application of certain cooperative learning methods to the teaching of special groups of students for whom these methods were never intended.Finally, a tentative taxonomy of the chief characteristics, theoretical bases and modes of operation of six cooperative learning methods is presented. Some inferences are drawn from the taxonomy to provide a basis for differentiating the various methods in terms of their means-ends relationships.

show abstract

Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools

Cited by 45 publications

References 0 publications

Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading

Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading

The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention

Differentiating Methods of Cooperative Learning in Research and Practice

Contact Info

Product

Resources

About