Using School Reform Models to Improve Reading Achievement: A Longitudinal Study of Direct Instruction and Success For All in an Urban District

Ross, Steven M.; Nunnery, John; Goldfeder, Elizabeth; McDonald, Aaron; Rachor, Robert E.; Hornbeck, Matthew; Fleischman, Steve

doi:10.1207/s15327671espr0904_3

Cited by 27 publications

(31 citation statements)

References 22 publications

(30 reference statements)

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“…The effectiveness of reform models has been studied extensively (Borman and Hewes 2002;CSQR Center Report on Elementary School Comprehensive School Reform Models, November 2005;Madden and Slavin 1999;Munoz and Dossett 2004;Ross et al 2004;Shippen et al 2006). While this literature on SRMs' effectiveness is not central to our argument, it is important to note that the effectiveness of SRMs hinges upon their successful implementation (Clandinin and Connely 1998).…”

Section: Waves Of School Reformmentioning

confidence: 99%

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Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates

2011

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In this article, we examine urban teachers' perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP). In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and linguistically diverse students. We discuss data from a phenomenological study, which included in-depth interviews and a focus group with seven urban African-American educators. We explore three facets of the intersection of culturally relevant pedagogy and mandated school reforms: (1) Teachers' use of CRP to empower urban students; (2) Teachers' beliefs that SRMs hurt African American students more than help them; (3) Teachers' adaptations of SRMs with culturally relevant practices. Finally, this article explores the implications for practice and policy when culturally relevant teachers struggle to utilize CRP in the implementation of SRMs.

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Section: Waves Of School Reformmentioning

confidence: 99%

“…Numerous schools have undergone the school-wide restructuring mandated by their adopted school reform model. Interestingly, however, although there have been thousands of schools to adopt these reform models, there has been little empirical research conducted to determine the actual effectiveness of these initiatives (Ross et al 2004).…”

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confidence: 99%

Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates

2011

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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).Another possibility is that, on average, students in in-school and out-of-school high-poverty settings do not have the same exposure to, or experiences with, schoolvalued language and literacy that their peers in moderate-and high-wealth situations do (Compton-Lilly, 2004;Heath, 1983;Purcell-Gates, 1995;Vernon-Feagans, 1996). For children who have not been exposed to foundational literacy experiences, a highly structured content-delivery framework might provide a supportive bridge to facilitate students' exposure to literacy and to facilitate their thinking and understanding about reading (e.g., Foorman et al, 1998).…”

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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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“…Similarly, in their quasi-experimental study, Umbach et al (1987) examined the reading achievement of first graders and found that students using DI Reading mastery program scored significantly higher on all three subtests of the Woodcock Reading Mastery Test. In more recent studies from the review of research, and by contrast to the positive results mentioned above, Mac Iver and Kemper (2002) and Ross et al (2004) reported no significant difference between student achievement in schools with DI and control schools.…”

Section: Direct Instruction For Diverse Student Populationsmentioning

confidence: 80%

Do Your Homework! Investigating the Role of Culturally Relevant Pedagogy in Comprehensive School Reform Models Serving Diverse Student Populations

Durden

2008

Urban Rev

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Using School Reform Models to Improve Reading Achievement: A Longitudinal Study of Direct Instruction and Success For All in an Urban District

Cited by 27 publications

References 22 publications

Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates

Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates

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

Do Your Homework! Investigating the Role of Culturally Relevant Pedagogy in Comprehensive School Reform Models Serving Diverse Student Populations

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