Final Report of the External Evaluation of England's National Literacy and Numeracy Strategies. Final Report. Watching & Learning 3.

Autor/inn/en	Earl, Lorna; Watson, Nancy; Levin, Ben; Leithwood, Ken; Fullan, Michael; Torrance, Nancy
Institution	Department for Education and Skills, London (England).; Ontario Inst. for Studies in Education, Toronto.
Titel	Final Report of the External Evaluation of England's National Literacy and Numeracy Strategies. Final Report. Watching & Learning 3.
Quelle	(2003), (191 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-84185-866-8
Schlagwörter	Leitfaden; British National Curriculum; Data Collection; Educational Change; Elementary Education; Foreign Countries; Literacy; Numeracy; Professional Development; Program Evaluation + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Bildungsreform; Elementarunterricht; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Programme evaluation; Programmevaluation
Abstract	The National Literacy and Numeracy Strategies (NLS and NNS) represent a major government initiative to improve classroom practice and student learning in literacy and mathematics in elementary schools across England. National targets were intended to increase the percentage of 11-year-olds reaching the "expected level"--Level 4--in annual national assessments for English and mathematics. The main elements of the NLS and NNS initiative are: a national plan and infrastructure for literacy and numeracy (with actions, responsibilities, and deadlines); a substantial investment (skewed towards regions and schools needing most help); detailed teaching programs for children from ages 5 to 11; a professional development program for teachers; easy intervention and catch-up for students who fall behind; and appointment of over 300 consultants for each of literacy and numeracy at the local level. The framework for this external evaluation highlights aspects of large-scale reform efforts that appear to make a difference in altering school and classroom practice. Methodology encompassed a range of data collection approaches including interviews with educators and policy makers, surveys of schools, a survey of literacy and numeracy consultants in Local Education Agencies, and repeated site visits to 10 schools. This final report builds on and extends earlier findings by considering the views from the center, the schools, and what is called "the bridge." Some early findings have been confirmed while others have emerged as the Strategies evolved and implementation proceeded. The report summarizes what the data revealed as successes and challenges. It contains seven chapters, three appendixes, many data tables, and extensive references. (NKA)
Anmerkungen	Department for Education and Skills (DfES), PROLOG, P.O. Box 5050, Sherwood Park, Annesley, Notts NG15 0DJ England. Tel: 0845 6022260; Fax: 0845 6033360; e-mail: dfes@prolog.uk.com. For full text: http://www.standards.dfee.gov.uk/literacy/publications/?pub DULid=10067&top_id=0&art_id=0.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC