ERIC Number: ED442793
Record Type: Non-Journal
Publication Date: 1999-Nov
Reference Count: N/A
Challenges for Literacy Instruction: The Role of Teacher Capacity Building in the Dallas Reading Plan.
Shapley, Kelly S.; Cooter, Kathleen S.; Cooter, Robert B., Jr.
This study examined the role of teacher capacity building in the Dallas Reading Plan, a 5-year, systemic reform initiative committed to enhancing students' reading achievement, emphasizing the redesigned Reading Academy, a trainer of trainers delivery system that supported educators' knowledge acquisition. Implementation and outcome data were collected for 144 elementary schools throughout the 1997-98 school year, during which time teachers, principals, librarians, and aides received training. The study investigated: the nature of the delivery system and training model; the extent to which training impacted participants' knowledge and classroom practices; the extent to which students' reading achievement changed as a result of reform initiatives; and how the Reading Academy was redesigned to meet participants' needs. Data collection included classroom observations, surveys of teachers and principals, student academic achievement data (from the district database), and focus groups. Participants rated the training highly. The training model enabled most teachers to receive a consistent message on critical instructional methods. Teachers integrated many of the instructional methods into classroom practice. There was considerable variance in the quality of instruction delivered by individual teachers. Student reading outcomes declined from first to third grade. (Contains 33 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A