Policies for Integrated Reading Instruction Related to a State-Wide Improvement Program.

Autor/inn/en	Guthrie, John T.; und weitere
Institution	National Reading Research Center, College Park, MD.
Titel	Policies for Integrated Reading Instruction Related to a State-Wide Improvement Program.
Quelle	(1994), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Educational Change; Elementary Education; Language Arts; Performance Based Assessment; Program Effectiveness; Reading Achievement; Reading Instruction; Reading Research; State Standards; Student Evaluation + Suchen Sie Ihr Suchwort? Bildungsreform; Elementarunterricht; Sprachkultur; Leistungsermittlung; Leseleistung; Leseunterricht; Leseforschung; Schulnote; Studentische Bewertung
Abstract	A study examined the systemic reform process initiated in Maryland in 1991. The Maryland School Performance Assessment Program (MSPAP) consists of learning outcomes, a framework for performance assessment, guidelines for school decision making, and suggestions for staff development. One year following the initiation of the MSPAP, semi-structured interviews were conducted with district-level administrators responsible for reading and language arts in the state, regarding their perception of the objectives, the influence of the program on district goals, and policies for instructional change. Learning outcomes were accurately perceived as requiring students to apply language to real-world problems and to construct meaning from a diversity of texts. The most frequently cited instructional innovations were the teaching of reading-language arts through subject matters of the curriculum, and the use of trade books for reading instruction. The MSPAP was perceived by 24% of administrators as legitimating reforms already underway in their districts. Although some districts adopted some of the state-wide goals, and some of the instructional changes were tied to some of the goals, a broad-reaching, coherent program based on a vision for student literacy learning, coupled with an instructional guidance system and supported by a revised governance structure was not evident at this early stage of the reform process. (Contains 15 references.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC