Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs

Autor/inn/en	Correnti, Richard; Rowan, Brian
Titel	Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs
Quelle	In: American Educational Research Journal, 44 (2007) 2, S.298-339 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831207302501
Schlagwörter	School Restructuring; Improvement Programs; Instructional Improvement; Educational Change; Literacy; Teaching Methods; Effective Schools Research; Comparative Analysis; Instructional Development; Cohort Analysis; Teacher Surveys; Causal Models; Curriculum Research + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Effizienzsteigerung; Unterrichtsqualität; Bildungsreform; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schulforschung; Teaching improvement; Unterrichtsentwicklung; Kohortenanalyse; Kausalanalyse; Curriculum; Research; Curriculumreform; Lehrplan; Forschung
Abstract	This study examines patterns of literacy instruction in schools adopting three of America's most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America's Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large differences in literacy instruction between teachers in America's Choice schools and comparison schools and between teachers in Success for All schools and comparison schools. In contrast, no differences in literacy teaching practices were found between teachers in Accelerated Schools Project schools and comparison schools. On the basis of these findings and our knowledge of the implementation support strategies pursued by the CSR programs under study, we conclude that well-defined and well-specified instructional improvement programs that are strongly supported by on-site facilitators and local leaders who demand fidelity to program designs can produce large changes in teachers' instructional practices. (Contains 6 figures, 7 tables and 8 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10