Promoting Teachers' Use of Scientifically Based Instruction: A Comparison of University versus District Support

Autor/inn/en	McMaster, Kristen L.; Han, Insoon; Coolong-Chaffin, Melissa; Fuchs, Douglas
Titel	Promoting Teachers' Use of Scientifically Based Instruction: A Comparison of University versus District Support
Quelle	In: Elementary School Journal, 113 (2013) 3, S.303-330 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/668504
Schlagwörter	Kindergarten; School Districts; Peer Teaching; Reading Achievement; Preschool Teachers; Control Groups; Reading Tests; Beginning Reading; Educational Strategies; Instructional Effectiveness; Phonemic Awareness; Oral Reading; Reading Instruction; Pretests Posttests; Feedback (Response); College School Cooperation; Statistical Analysis; Faculty Development; Workshops; Literacy Education; Comparative Analysis; Teaching Methods; Alphabets; Cooperative Learning; Teacher Collaboration; Experienced Teachers; Teacher Attitudes; Minnesota; Wechsler Individual Achievement Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Peer group teaching; Peer Group Teaching; Leseleistung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lesetest; Erstleseunterricht; Lehrstrategie; Unterrichtserfolg; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseunterricht; Statistische Analyse; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Buchstabenschrift; Kooperatives Lernen; Lehrerkooperation; Lehrerverhalten; WIAT; Eignungsprüfung; Eignungstest
Abstract	In this study, a school district adopted Kindergarten Peer-Assisted Learning Strategies (K-PALS), a scientifically based, class-wide peer-tutoring program for reading. Sixteen new K-PALS teachers were assigned randomly to receive ongoing support from a university expert or from experienced K-PALS teachers within the district. K-PALS teachers who received university support implemented K-PALS with somewhat higher ("d" = 0.41), but not reliably different, fidelity compared to those who received district support. K-PALS teachers' student reading outcomes did not differ significantly based on whether they received university or district support. However, K-PALS teachers' students reliably outperformed historical controls on beginning reading measures ("d" = 0.24 to 1.29). Implications for further research and for schools' adoption of K-PALS are discussed. (Contains 6 tables, 2 figures, and 1 note.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10