Literacy Design Collaborative 2016-17 Evaluation Report

Autor/inn/en	Wang, Jia; Herman, Joan L.; Epstein, Scott; Leon, Seth; La Torre, Deborah; Haubner, Julie; Bozeman, Velette
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Titel	Literacy Design Collaborative 2016-17 Evaluation Report
Quelle	(2017), (142 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literacy Education; College Readiness; Career Readiness; Content Area Reading; Content Area Writing; Faculty Development; Coaching (Performance); Writing Assignments; Intervention; Outcomes of Education; Teacher Education; Program Descriptions; Positive Attitudes; English; Language Arts; Science Instruction; Social Studies; History Instruction; Comparative Analysis; Instructional Leadership; Program Implementation; Elementary Secondary Education; Communities of Practice; Teacher Collaboration + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Schriftliche Übung; Lernleistung; Schulerfolg; Lehrerausbildung; Lehrerbildung; English language; Englisch; Sprachkultur; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Instruction; Leadership; Bildung; Erziehung; Führung; Community; Lehrerkooperation
Abstract	The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas.Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. The 2016-2017 school year was the first year of implementation, following a pilot year during which the implementation plan, instruments, data collection processes, and analytical methodologies were refined. Participants across all groups reported positive attitudes toward LDC and perceive a positive impact on student outcomes. This annual report presents an initial look at LDC implementation in the first cohort of 20 schools in a large West Coast district during their first year of implementation. Participants across all groups reported positive attitudes toward LDC and perceived a positive impact on student outcomes. Three quarters of teachers and 95% of administrators agreed that LDC helped improve students' literacy performance. At this point, there is insufficient quantitative evidence to suggest a positive LDC impact on student test scores either at the elementary or middle school level. This finding should not be surprising given the early stage of intervention, with teachers having only completed one year of the two-year implementation process. (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01