NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ871344
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1540-0077
Broadening the Institutional Value of Direct Instruction Implemented in a Low-SES Elementary School: Implications for Scale-Up and School Reform
Vitale, Michael R.; Joseph, Beverly L.
Journal of Direct Instruction, v8 n1 p1-18 Win 2008
This paper illustrates an approach for Direct Instruction (DI) practitioners and researchers for enhancing the value of DI implementations beyond that obtained through student test performance alone. The importance of such enhancements is based on perspectives from scale-up research linking intervention value with sustainability. In this study, improved reading achievement resulting from a 6-year school-wide DI intervention in a low-socio-economic status (SES) elementary school provided the setting for investigating those components that could enhance DI value. Results showed that DI teaching experience significantly increased teachers' academic expectations for low-SES students. In comparison, the academic expectations of teachers in low- and high-SES non-DI schools in judging representative DI reading content were found to underestimate the potential curricular mastery their students could accomplish. Implications for enhancing the institutional value of DI for sustainability were considered within a framework of school-based scale-up dynamics. (Contains 7 tables.)
Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina