ERIC Number: ED450352
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Beating the Odds in Teaching All Students To Read: Lessons from Effective Schools and Accomplished Teachers.
Taylor, Barbara; Pearson, David; Clark, Kathleen; Walpole, Sharon
A study examined school factors and teacher factors contributing to primary grade students' reading growth and reading achievement. It investigated school and classroom variables in effective schools as compared to moderately effective and less effective schools and also looked at classroom practices of accomplished teachers as compared to less accomplished teachers. Fourteen schools in Virginia, Minnesota, Colorado, and California with from 28% to 92% of students qualifying for subsidized lunch participated. In each school two teachers in each of Grades K-3 and two low and two average readers per teacher served as subjects. Principals participated by asking teachers they judged as average or better to participate; they also completed a questionnaire on school reading practices and were interviewed. Teachers were observed for an hour of reading five times from December through April. Teachers also completed two weekly time logs of instructional activities in reading/language arts and a questionnaire of school and classroom practices related to reading. A subset of teachers were interviewed. A case study was written on each school according to a common outline. School effectiveness was significantly related to strong links with parents, systematic assessment of pupil progress, and strong building communication and collaboration. In all four of the most effective schools, teachers mentioned that reading was a priority in their building as a factor contributing to their success. Teachers in the most effective schools spent 134 minutes a day on reading instruction compared to teachers in the moderately and least effective schools who averaged 113 minutes a day on reading instruction. (NKA)
Descriptors: Case Studies, Comparative Analysis, Educational Practices, Effective Schools Research, Primary Education, Reading Achievement, Reading Instruction, School Effectiveness, School Role, Teacher Behavior, Teacher Role
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. For full text: http://education.umn.edu/ci/taylor/taylor1.html.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.