Curriculum designers often assume that teachers implement curricula as written, yet research shows that all teachers adapt curricula. Adaptation is especially important in the context of sustained curriculum implementation, as some level of adaptation may be necessary for teachers to feel ownership over a program. However, whereas some adaptations…

With the continuing national emphases on acceleration and completion, an integrated reading and writing course (a combined developmental reading and developmental writing course, with all levels compressed into a single course) is one way to move students more quickly and efficiently through the developmental sequence while still maintaining…

There are both achievement and opportunity gaps for low-income students when compared to their economically advantaged peers; and, for rural students, these gaps may be even more pronounced. In this manuscript we draw from our ongoing work in a five-year federally-funded, Jacob K. Javits grant focusing on promoting gifted education in rural…

The Wallace Foundation is funding a multiyear demonstration project to determine whether voluntary, district summer learning programs can stem summer learning loss for low-income students. Six districts--Boston, Cincinnati, Dallas, Duval County (Florida), Pittsburgh, and Rochester, New York--were selected for the demonstration project and…

Susan L. Hall asserts that an educator's job is not done until a school's RTI practices result in at least 95 percent of its students reading at benchmark levels. This book's research-based strategies will get you started on the road to achieving those results quickly, efficiently, and successfully. Included are case studies, delivery models,…

The purpose of this study was to evaluate the effectiveness of the Georgia's Choice reading curriculum on third grade science scores on the Georgia Criterion Referenced Competency Test from 2002 to 2008. In assessing the effectiveness of the Georgia's Choice curriculum model this causal comparative study examined the 105 elementary schools that…

As part of a larger project to rethink the federal role in elementary and secondary education, the Center on Education Policy prepared this compendium, which summarizes the findings of major studies of the implementation and effects of the No Child Left Behind Act (NCLB) conducted by various organizations and agencies. The brief summaries are…

Criteria representative of an exemplary reading program and defining the components and levels of school accountability for the Michigan Right to Read program are presented in this paper. Several components, including administration and organization, students/learners, needs assessment, delivery system/curriculum, delivery system/resources,…

Examines the shortcomings of prepackaged teaching programs for reading and writing instruction that are designed by those removed from the learning environment. (HTH)

Discusses curriculum statements produced in Victoria containing different views on how to teach English. States that the differences are due to the beliefs that either language is learned as a whole and with a purpose, or in parts as directed by the teacher. (EL)

Suggests that most administrators accept student test scores as the appropriate goal of reading programs and centralized planning and use of commercial reading materials as the appropriate means for reading instruction, while most teachers seek more effective and communal goals and more autonomy concerning means. (FL)

This study focuses on a synchronous e-class project which was developed to increase the effectiveness of a second year advanced reading course within the Distance English Language Teacher Training (DELTT) program in Turkey. The aim of the study is to explore the perceptions of learners who participated in the e-class application and the impact of…

The District of Columbia's Student Progress Plan (SPP) was designed as the delivery system for the Competency-Based Curriculum (CBC), and regulates student promotions based on skill attainment and mastery of the instructional objectives. An evaluation of SPP was conducted in the second semester of school year 1985-86, and its findings are…

Describes a parent/school reading program in which parents were encouraged to increase the amount of time spent reading with their children at home. Notes that the school provided easily accessible reading materials, suggestions for encouraging reading at home, prizes and special activities. Concludes that program participants demonstrated a…

Efforts to improve social studies at the elementary level have not fared well in recent years. Federal demands for greater emphasis on mathematics and reading instruction have had a direct impact on social studies instruction--eroding elementary teachers' time and energy for the subject. In spite of this changing context, many states still test…