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ERIC Number: ED450353
Record Type: Non-Journal
Publication Date: 2000
Pages: 19
Abstractor: N/A
Reference Count: N/A
Effective Teachers and Schools: Trends across Recent Studies.
Taylor, Barbara M.; Pressley, Michael; Pearson, David
In an effort to share the good news about what can be done to increase learning and achievement for students in high poverty schools, the research has been combed to pinpoint instructional and organizational factors that lead to student success. Specifically examined were how and why some schools across the country are attaining greater than expected reading achievement with populations of students who are at risk for failure by virtue of poverty. Emphasis is on the terms "instructional" and "organizational," for a thorough reading of the research leads to the conclusion that only when both classroom level (instructional) and school level (organizational) are attended to can aspirations be met to improve literacy for all students. A review of the literature on effective teachers and schools is "surprisingly convergent." Effective teachers have excellent classroom management skills and provide scaffolded, balanced literacy instruction, often in small groups, characterized by explicit instruction in skills and strategies as well as frequent opportunities for students to read, write, and talk about text. Effective schools are typically characterized as learning, collaborative communities in which staff assume a shared responsibility for all students' learning, monitor progress as a way of planning instruction for groups and individuals, help one another learn more about the art and science of teaching, and reach out to the families they serve. (Contains 3 tables and 29 references.) (NKA)
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. For full text:
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.