|
|
Pub Date: |
2003-03-04 |
Pub Type(s): |
Reports - Descriptive; Reports - Research |
Peer Reviewed: |
|
|
|
|
Descriptors:
Case Studies; Course Evaluation; Experimental Programs; Grade 9; High Schools; Pilot Projects; Reading Improvement; Reading Processes; Reading Research; Reading Strategies
Abstract:
Academic Literacy was a year-long course focused on reading strategy development for all ninth graders at Thurgood Marshall Academic High School in the San Francisco Unified School District. Course goals were to help students become engaged, fluent, and competent readers of the variety of texts necessary for them to master to be successful in high school and beyond. Three units--Reading Self and Society, Reading Media, and Reading History--provided the text materials and content of the course. Key components of the course were: sustained silent reading, reciprocal teaching, teacher think alouds, guided reading of exposition, "chunking" (breaking down complex sentences in expository texts to understandable bites), vocabulary building, metacognitive writing and talking about reading processes, and a focus on controlling attention and reading process. To evaluate the course's impact on student learning, standardized measures were collected from the entire ninth grade and a broader set of qualitative measures were collected in two of the four teachers' classrooms, selecting a subset of students in these classrooms for closer study. Both quantitative and qualitative measures were used. Additionally, intensive case studies of 8 of the 30 students were carried out. Results to date, interpretations, and recommendations are discussed. (NKA)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
 ERIC
Full Text (152K)
|
|
|
Pub Date: |
1987-04-00 |
Pub Type(s): |
Speeches/Meeting Papers; Reports - Evaluative; Tests/Questionnaires |
Peer Reviewed: |
|
|
|
|
Descriptors:
Administrator Attitudes; Administrator Effectiveness; Collegiality; Elementary Secondary Education; Instructional Leadership; Job Performance; Leadership Responsibility; Management Development; Peer Relationship; Principals; Social Support Groups
Abstract:
The literature provides scant evidence that training programs for teachers and administrators have lasting effects on job performance. The study summarized in this paper focuses on principals' perceptions of how their involvement in the Peer-Assisted Leadership (PAL) Program has affected their ongoing actions and attitudes. To determine if PAL's reported short-term effects erode over time, participants were surveyed concerning the program's effects on three domains: (1) leadership and administrative actions; (2) perspectives on their leadership role; and (3) sense of collegiality and group support since being in PAL. Designed to help participants reduce feelings of professional isolation, form collegial support systems, and rethink their leadership roles, the program incorporated two major data collection strategies (shadowing and reflective interviewing) and instructional leadership as a conceptual framework. All 75 principals and vice-principals who participated in PAL over the past 3 years were included in the sample. Data were displayed and analyzed for each of three groups (continuing principals, those who had not participated for 1 year, and those who had not participated for 2 or 3 years). Results revealed that the influence of PAL is most strongly felt by principals who continue to work formally with their original set of peers. Significant differences between the degree of influence scores for principals in the continuing group and the two non-continuing groups occur for all three of the domains. Effects are strongest for continuing principals. Study limitations and implications for further research are discussed. Three figures, three tables and the PAL survey questionnaire are attached. (39 references) (MLH)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (590K)
|
|
