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ERIC Number: EJ1013949
Record Type: Journal
Publication Date: 2013-Mar
Pages: 28
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0013-5984
Promoting Teachers' Use of Scientifically Based Instruction: A Comparison of University versus District Support
McMaster, Kristen L.; Han, Insoon; Coolong-Chaffin, Melissa; Fuchs, Douglas
Elementary School Journal, v113 n3 p303-330 Mar 2013
In this study, a school district adopted Kindergarten Peer-Assisted Learning Strategies (K-PALS), a scientifically based, class-wide peer-tutoring program for reading. Sixteen new K-PALS teachers were assigned randomly to receive ongoing support from a university expert or from experienced K-PALS teachers within the district. K-PALS teachers who received university support implemented K-PALS with somewhat higher ("d" = 0.41), but not reliably different, fidelity compared to those who received district support. K-PALS teachers' student reading outcomes did not differ significantly based on whether they received university or district support. However, K-PALS teachers' students reliably outperformed historical controls on beginning reading measures ("d" = 0.24 to 1.29). Implications for further research and for schools' adoption of K-PALS are discussed. (Contains 6 tables, 2 figures, and 1 note.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test; Woodcock Reading Mastery Test
IES Funded: Yes
Grant or Contract Numbers: R305G040104