The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Eighth-Grade History/Social Studies and Science Courses. CRESST Report 848

Autor/inn/en	Herman, Joan L.; Epstein, Scott; Leon, Seth; Dai, Yunyun; La Torre Matrundola, Deborah; Reber, Sarah; Choi, Kilchan
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Titel	The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Eighth-Grade History/Social Studies and Science Courses. CRESST Report 848
Quelle	(2015), (284 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 8; History Instruction; Social Studies; Science Education; Intervention; Common Core State Standards; Literacy; Design; Teacher Attitudes; Literacy Education; Interdisciplinary Approach; Language Arts; Reading Achievement; Writing Achievement; Student Characteristics; Reading Skills; Writing Skills; Program Implementation; Program Effectiveness; Scaffolding (Teaching Technique); Low Achievement; Kentucky; Pennsylvania; Pennsylvania System of School Assessment + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; History lessons; Geschichtsunterricht; Gemeinschaftskunde; Naturwissenschaftliche Bildung; Common core curriculum; Curriculum; Kerncurriculum; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sprachkultur; Leseleistung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Unterdurchschnittliche Leistung
Abstract	The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in eighth-grade history/social studies and science classes in two states, and the effectiveness of the intervention in these settings. The study found that across states and subjects, teachers understood LDC and implemented it with fidelity. Teachers also generally reported positive attitudes about the effectiveness of LDC and its usefulness in introducing literacy instruction into content area classrooms. Quasi-experimental analyses using Coarsened Exact Matching (CEM) techniques and hierarchical linear modeling (HLM) found a small statistically significant positive effect on reading scores in the one state where suitable data were available, but no effects on writing scores. However, students generally performed at low levels on assessments designed to align with the intervention, suggesting the challenge of meeting CCSS expectations. Exploratory analyses suggest that LDC may have been most effective for higher achieving students. However understandable, the findings thus suggest that, in the absence of additional scaffolding and supports for low-achieving students, LDC may be gap enhancing. (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