Literacy Design Collaborative 2017-2018 Evaluation Report for New York City Department of Education

Autor/inn/en	Wang, Jia; Herman, Joan L.; Epstein, Scott; Leon, Seth; La Torre, Deborah; Chang, Sandy; Bozeman, Velette; Xie, Wenya; Haubner, Julie
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Titel	Literacy Design Collaborative 2017-2018 Evaluation Report for New York City Department of Education
Quelle	(2019), (183 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literacy Education; Career Readiness; College Readiness; Course Content; Coaching (Performance); Faculty Development; Program Implementation; Standards; Teaching Methods; Positive Attitudes; Teacher Attitudes; Administrator Attitudes; Outcomes of Education; Program Descriptions; Knowledge Level; Instructional Leadership; Elementary Secondary Education; Middle School Teachers; Elementary School Teachers; Secondary School Teachers; Asynchronous Communication; Communities of Practice; Cooperation; New York (New York) + Suchen Sie Ihr Suchwort? Kursprogramm; Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lernleistung; Schulerfolg; Wissensbasis; Instruction; Leadership; Bildung; Erziehung; Führung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Community; Co-operation; Kooperation
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. This annual report reflects the second year of implementation in 18 Cohort 1 schools, which began implementation in the 2016-2017, and the first year of implementation for 35 Cohort 2 schools, which commenced at the beginning of 2017-2018. Teacher, teacher leader, and administrator participants reported positive attitudes toward LDC. All measures of satisfaction or improvement were rated positively by more than half of the respondents. Participants across all groups perceived a positive impact on student outcomes. Approximately three-quarters of teachers agreed that LDC helped improve students'reading skills, literacy-performance, writing, and content knowledge. Analysis of student outcomes indicated that there were positive impacts of LDC on student learning, but the differences were not statistically significant. (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