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Woulfin, Sarah L. – American Journal of Education, 2016
This article presents findings on the institutional logics of reading instruction in an urban school district, portraying how district leaders and coaches enacted two logics. Findings are grounded in observation, interview, and document data on district leaders and literacy coaches from a 13-month period. Using neoinstitutional theory, this…
Descriptors: Urban Schools, School Districts, Reading Instruction, Administrators
Woulfin, Sarah L. – Journal of Educational Change, 2015
This article presents findings on teachers' implementation of a reading reform in an urban school district. Findings are based in observation, interview, and document data related to 12 elementary teachers' responses to a new reading program, the Teachers College Reading and Writing Workshop. Utilizing coupling theory and the concept of routines,…
Descriptors: Educational Change, Reading Instruction, Urban Schools, Observation
Maldoni, Anna M.; Lear, Emmaline L. – Journal of University Teaching and Learning Practice, 2016
Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of…
Descriptors: Higher Education, Reading Programs, Educational Change, Team Teaching
Bean, Rita M.; Dole, Janice A.; Nelson, Kristin L.; Belcastro, Elizabeth G.; Zigmond, Naomi – Reading & Writing Quarterly, 2015
Although there have been any number of national reading reform efforts over the years, there is little evidence that such efforts have been sustained in schools over time. This study focused on addressing 2 questions: To what extent have Reading First schools in 2 states sustained the key elements of this reform over time? To what extent has…
Descriptors: Sustainability, Reading Programs, Educational Change, Reading Achievement
Rossman, Allan; Franklin, Christine – Journal of Statistics Education, 2013
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…
Descriptors: Interviews, Statistics, Career Development, Teaching Styles
Abernathy-Dyer, Joy; Ortlieb, Evan; Cheek, Earl H., Jr. – Current Issues in Education, 2013
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…
Descriptors: Literacy Education, Teacher Effectiveness, Case Studies, Qualitative Research
Krumm, Andrew E.; Holmstrom, Kristi – Leadership and Policy in Schools, 2011
This article argues that the processes of enactment and justification comprise two key, underdeveloped aspects of sensemaking theory as applied to educational organizations. Enactment and justification are illustrated using examples drawn from a school that significantly changed the way in which it coordinated reading instruction. Examples drawn…
Descriptors: Reading, Reading Programs, Organizational Change, Educational Change
Quint, Janet C.; Balu, Rekha; DeLaurentis, Micah; Rappaport, Shelley; Smith, Thomas J.; Zhu, Pei – MDRC, 2014
This is the second of three reports from MDRC's evaluation of the Success for All (SFA) scale-up demonstration, funded under the U.S. Department of Education's Investing in Innovation (i3) competition. The report presents updated findings on SFA's implementation and impacts in the scale-up sites participating in the evaluation. The i3 evaluation…
Descriptors: Educational Change, Educational Innovation, Models, Control Groups
Bigham, Gary; Ray, Jan – Current Issues in Education, 2012
This ex post facto, causal-comparative research study examined student reading performance data within a school district before and after a school district-wide decision to alter the reading curriculum in response to local political pressure from parents. Data analysis revealed that test scores dropped to a significantly lower level, especially…
Descriptors: Reading Achievement, Economically Disadvantaged, School Districts, Data Analysis
O'Dell, Jade J. – ProQuest LLC, 2012
Developmental education students make up almost half of the community college population in the United States (Bettinger & Long, 2005). Approximately 42% of first-time freshmen at community colleges must enroll in at least one developmental education course in English, reading and/or math (NCES, 2010). Many developmental education students are…
Descriptors: Developmental Programs, Repetition, Community Colleges, Reading Achievement
Massey, Susan L. – ProQuest LLC, 2011
The present study examined how elementary reading coaches interpreted their roles, how they allotted their time among various tasks, and their perceptions regarding the influence of their roles related to teacher knowledge and instructional practice in elementary schools receiving Reading First funding in one state Employing both quantitative and…
Descriptors: Feedback (Response), Educational Strategies, Teacher Characteristics, Reading Consultants
Zyburt, Gina M. – ProQuest LLC, 2010
Within the past years of Comprehensive School Reform (CSR), educators have begun to be innovative and employ strategies to support teaching and learning by incorporating high standards and inspiring high performance. Unfortunately, student achievement is not increasing and the achievement gap is continuing to widen. The next step for schools is to…
Descriptors: Achievement Gap, Reading Comprehension, Reading Programs, Focus Groups
Nelsestuen, Kari; Scott, Caitlin; Hanita, Makoto; Robinson, LeAnne; Coskie, Tracy – Regional Educational Laboratory at Education Northwest, 2009
This study compares the experiences and perceptions of new and experienced teachers in 235 schools in six western states (Alaska, Arizona, Idaho, Montana, Washington, and Wyoming) that have adopted the Reading First school reform initiative. Using previously collected data from surveys and interviews, the study considers four areas of the reform…
Descriptors: Feedback (Response), Teacher Collaboration, Educational Change, Data Analysis
Pease-Alvarez, Lucinda; Samway, Katharine Davies – Language Arts, 2008
This article reports on a study that investigated how teachers from the same urban elementary school serving a low- to medium-income student population interpreted, negotiated, and resisted a district-wide mandate requiring them to implement the Open Court Reading program. Interviews and informal observations revealed that there were profound…
Descriptors: Reading, Reading Programs, Educational Change, Reading Instruction
Ylimaki, Rose M. – Journal of School Leadership, 2005
In the current accountability environment, many school districts have mandated test preparation courses, canned programs, and otherwise limited teacher risk-taking in all but very high-performing schools. This article further suggests that extant literature on risk-taking as part of educational change is no longer sufficient for understanding…
Descriptors: Literacy Education, School Districts, Educational Change, Accountability
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