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Comparing the effectiveness of scrip...

Lyons, Michael Tyrone.

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Comparing the effectiveness of scripted and non-scripted language arts programs in low-performing schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Comparing the effectiveness of scripted and non-scripted language arts programs in low-performing schools./
作者:	Lyons, Michael Tyrone.
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1894.
Contained By:	Dissertation Abstracts International71-06A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411179
ISBN:	9781124037851

Comparing the effectiveness of scripted and non-scripted language arts programs in low-performing schools.
Lyons, Michael Tyrone.

Comparing the effectiveness of scripted and non-scripted language arts programs in low-performing schools. - 182 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1894.

Thesis (Ed.D.)--University of California, Berkeley, 2009.

The goals of this research are two-fold: (1) to survey the literature comparing the effectiveness (as measured by student achievement on state tests) of scripted language arts/reading programs in low-performing schools, and (2) to compare middle school teachers' attitudes (measured in questionnaires, interviews and surveys) on implementation and effectiveness of such reading programs in Program Improvement schools, varying in PI status (PI Year 1, 3, 5 or Exited).

ISBN: 9781124037851Subjects--Topical Terms:

1018115
Education, Language and Literature.

Comparing the effectiveness of scripted and non-scripted language arts programs in low-performing schools.
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520 $a The goals of this research are two-fold: (1) to survey the literature comparing the effectiveness (as measured by student achievement on state tests) of scripted language arts/reading programs in low-performing schools, and (2) to compare middle school teachers' attitudes (measured in questionnaires, interviews and surveys) on implementation and effectiveness of such reading programs in Program Improvement schools, varying in PI status (PI Year 1, 3, 5 or Exited).
520 $a This investigator reviewed the literature, and then surveyed, interviewed, collected and analyzed data from (27) teachers in Santa Clara County middle schools that varied according to their Program Improvement Year status.
520 $a Findings from the teacher data and the literature review indicate a high level of support for direct instruction---a common feature of scripted reading programs. The teacher interviews indicate that, regardless of years of teaching experience, most teachers in program improvement and exited schools in the sample preferred non-scripted language arts programs. This sample, while acknowledging the role of direct instruction, preferred balance approaches in instruction that included both scripted and non-scripted materials and strategies.
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