ERIC Number: ED517192
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
The Allocation of Resources at the School Level to Improve Learning for Struggling Readers: What Is Adequate?
Donavan, Franklin E.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
Using the Evidence-Based Model developed by Odden and Picus (2008) as a conceptual framework in correlation with the Ten Strategies for Doubling Student Performance (Odden, 2009) for comparison, this study examines the school-level resource allocation strategies used to improve learning for struggling readers in high-minority, high-poverty, urban middle schools that have made significant progress in closing the achievement gap. The results of this study support the current research on the effectiveness of inclusive, push-in models that place struggling students in core academic classes with comprehensive interventions that include the use of both formative and summative assessments, targeted interventions, frequent progress monitoring, and additional layers of resources including extended learning opportunities and additional support from specialists. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Middle Schools, Resource Allocation, Teaching Methods, Educational Strategies, Reading Instruction, Reading Difficulties, Poverty, Minority Group Students, Intervention, Academic Achievement, Response to Intervention, Formative Evaluation, Summative Evaluation
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Authoring Institution: N/A