Examining the Effect of an Interdisciplinary Literacy Program on Student Learning

Autor/inn/en	Wang, Jia; Herman, Joan L.; Leon, Seth; Epstein, Scott
Titel	Examining the Effect of an Interdisciplinary Literacy Program on Student Learning
Quelle	In: Urban Review: Issues and Ideas in Public Education, 54 (2022) 2, S.303-317 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-021-00610-5
Schlagwörter	Interdisciplinary Approach; Literacy Education; College Readiness; Career Readiness; Writing Assignments; Writing Across the Curriculum; Outcomes of Education; Program Implementation; Urban Schools; School Districts; Middle School Students; Language Arts; Effect Size + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachkultur
Abstract	The literacy design collaborative (LDC) was created to support teachers in implementing college and career readiness standards. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across content areas. The current paper reports on early student academic outcome results from a multi-year mixed methods study of the implementation and effect of LDC using a quasi-experimental design, as implemented in one large urban school district. We found LDC had statistically significant effects on Cohort 2 middle school students' English language arts (ELA) performance, an effect size of (d = 0.15) for students receiving LDC instruction in the three core content areas LDC focuses on: ELA, science, and social studies/history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01