Narrative inquiry has long been respected as a qualitative approach to researching the lived experiences of participants. Used widely in educational research the approach enables insights into the practices, perspectives and preferences of teachers, most often considering a small number of participants within a close circle of influence. In…

In "Teaching with Literacy Programs," Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common…

Since 2018, the United States Agency for International Development (USAID) has worked in more than 80 countries to ensure that children and youth have access to the education and skills they need to be productive members of society. The launch of USAID's Education Policy in 2018 encouraged USAID Missions to be as adaptive, flexible, and responsive…

Leaders across North Carolina believe strongly in the potential for all students to read proficiently by 3rd grade. Yet despite significant effort and investment, only 36% of 4th graders are at or above proficient in reading. The Belk Foundation, in partnership with The North Carolina Department of Public Instruction (NCDPI), The Foundation for…

This program profile describes an initiative to meet the college reading and writing requirement for undergraduate students in a premedical program at St. George's University (SGU) in Grenada, West Indies. Two courses were developed in response to concerns that the existing curriculum was not meeting the specific needs of premedical students. The…

The United States Agency for International Development (USAID) works in more than 50 countries to ensure that children and youth have access to the education and skills they need to be productive members of society. The launch of USAID's Education Strategy in 2011 set forth a clear, measurable agenda. At its core, the Strategy equipped USAID…

This research study examines the impact of teacher research on participants in a large-scale educational reform initiative in the United States, No Child Left Behind, and its strand for reading teachers, Reading First. Reading First supported professional development for teachers in order to increase student scores on standardized tests. The…

Elementary charter schools increasingly serve students who are at-risk for reading challenges, giving them a critical role in establishing literacy for young children. This article examines the complexities of starting early childhood literacy programs in charter schools. Specifically, the first year of K-3 literacy programs in a new and a…

The Response to Intervention initiative is in danger of failing and being thrown on the ash heaps of countless education reform initiatives, but not because it is poorly structured, rather on account of poor implementation. Among the implementation mistakes are seven that can be watched for and avoided. (Contains 3 tables.)

Chris Franklin is Senior Lecturer, Undergraduate Coordinator, and Lothar Tresp Honoratus Honors Professor of Statistics at the University of Georgia. She is a Fellow of the American Statistical Association and received the USCOTS Lifetime Achievement Award in 2013. This interview took place via email on August 16, 2013-October 9, 2013. Franklin…

At the core of every teacher is a set of beliefs and knowledge regarding teaching and learning. As a teacher develops her expertise, curricular practices are refined and self-efficacy is enhanced. Teachers possess varying degrees of efficacy and perceptions that impact literacy instruction within their classrooms. Yet, often times they are…

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…

Present national methodological standards for evaluating the credibility of the design of individual research studies have resulted in findings reporting the pre-­post effectiveness of Direct Instruction programs to be eliminated from consideration by educational leaders involved in making curricular decisions intended to advance local school…

This article reports on Nevada's Reading First program and positions it as a source of reflection for future worldwide literacy reform efforts. Qualitative methodology was used for this analysis. Students' literacy achievement improved throughout the program until the last year of implementation. Students who remained at a Reading First school…