ERIC Number: ED477852
Record Type: RIE
Publication Date: 2002
Reference Count: 0
Keeping Expectations High While Helping Lower-Achieving Students Meet Them.
Anderson, Melissa; Morrill, Laura; Adler, Mary
English Update: A Newsletter from the Center on English Learning & Achievement, p1-5, 8 Fall 2002
In the spring of 2001, the Center on English Learning and Achievement (CELA) began a new initiative called the Partnership for Literacy. In this implementation study, teachers from a range of middle schools in Wisconsin and New York worked in partnership with each other and with an instructional facilitator to adopt and adapt strategies that have previously been shown to improve student achievement in English Language Arts. Researchers capture classroom interactions and other artifacts of student achievement throughout the academic year, with results to be analyzed and published at the conclusion of the 2-year study. Though only midway through the project, teachers, facilitators, and classroom observers have already begun to notice changes. Teachers have adapted and extended the strategies, bringing to them their own knowledge base. This article features the work in one such classroom, a seventh grade class in an urban neighborhood, from the three aspects of the partnership: the classroom teacher, the researcher, and the instructional facilitator. The article explains how the teacher devoted a majority of the first two months to discipline and creating an environment in which students felt at ease asking and answering questions, raising concerns, and debating issues. To do this, she selected literature that spoke to the students. With students more interested in the literature, writing responses to the book evolved naturally. (Contains 28 references and 13 endnotes.) (PM)
Descriptors: Academic Achievement, Classroom Environment, Grade 7, Literacy, Middle Schools, Program Effectiveness, Reading Material Selection, Student Motivation, Teacher Expectations of Students, Teaching Methods
Center on English Learning and Achievement, School of Education, University at Albany, 1400 Washington Ave., Albany, NY 12222. Tel: 518-442-5026; Fax: 518-442-5933; e-mail: firstname.lastname@example.org. For full text: http://cela.albany.edu/newslet/fall02/challenge.htm.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.