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ERIC Number: ED490207
Record Type: Non-Journal
Publication Date: 2004-Oct-15
Pages: 14
Abstractor: Author
Theory into Practice: Congruency of Research-Based Literacy Instruction in High and Low Performing Schools
Klecker, Beverly M.; Pollock, Mary Anne
Online Submission, Paper presented at the Annual Meeting of the Midwestern Educational Research Association (Columbus, OH, Oct 15, 2004)
Kentucky's goal of reaching academic "proficiency" by 2014 illuminated problematic findings in 2002 reading test scores: 44.30% of middle and 71.25% of high school students scored below "proficient." The research question was, "Do teaching practices in schools with high reading achievement scores differ from teaching practices in schools with low reading achievement scores?" High school reading scores were stratified by region (2) then high/low. Five high schools were randomly selected from each strata (N=20). Feeder schools were added (N=19). 450 of 638 (70.5%) eighth through 10th grade teachers within these schools completed surveys in April 2003. Independent t-test comparisons (p.<.05) of 20 survey items found that teachers in high scoring schools reported greater use of three research-based teaching strategies. Teachers in low scoring schools reported greater use of one research-based teaching strategy. (Contains 4 tables.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Grade 10; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A