Comprehensive School Reform: An Observational Study of Teaching in Grades 3 through 5

Autor/inn/en	McCaslin, Mary; Good, Thomas L.; Nichols, Sharon; Zhang, Jizhi; Wiley, Caroline R. H.; Bozack, Amanda Rabidue; Burross, Heidi Legg; Cuizon-Garcia, Rena
Titel	Comprehensive School Reform: An Observational Study of Teaching in Grades 3 through 5
Quelle	In: Elementary School Journal, 106 (2006) 4, S.313-332 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/503634
Schlagwörter	Grade 3; Teaching Methods; Demonstration Programs; School Restructuring; Educational Change; Mathematics Instruction; Grade 5; Elementary Education; Grade 4; Federal Programs; Low Income; Observation; Teacher Student Relationship; Language Arts; Elementary School Teachers + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Teaching method; Lehrmethode; Unterrichtsmethode; Schulreformplan; Schulumwandlung; Bildungsreform; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Niedriglohn; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachkultur; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This observational study involved literacy and mathematics instruction of 145 teachers in grades 3 through 5 in 20 low-income schools enrolled in the U.S. government's Comprehensive School Reform (CSR) Demonstration program. Observed curriculum and instructional practices were primarily and coherently focused on acquisition of basic facts and skills and related elaborations and thinking. With few exceptions, students were on task and productive and teacher-student relationships were friendly and mutually supportive. Observations were compared with normative teaching practices. This comparison supported the conclusion that instruction in CSR classrooms did not differ from instruction typically observed in elementary school. Recommendations for enhancing normative practice within the constraints of modern school reform are made. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10