The Evaluation & Analysis of an Innovative Framework for School Reading

评价

• 批准号: 0089178
• 负责人: Timothy Shanahan
• 金额: $ 11万
• 依托单位: University of Illinois at Chicago
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-01-01 至 2001-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0089178&HistoricalAwards=false
• 关键词: Evaluation; & Analysis; Innovative; Framework

This project will implement a research agenda that will provide a rigorous longitudinal evaluation of the effectiveness of a scalable, school-wide model of reading improvement (Reading--FIRST). The research will provide information on a number of related theoretical and practical questions related to teacher thinking, school change, student learning, parent involvement, educational supervision, and the use of technology in the professional development of teachers. The results of the study will provide insights into how large scale interventions work in a wide variety of school contexts. Reading--FIRST was developed for grades K-12); this project covers only grades K-5). It addresses major alterable factors related to instructional improvement that have been identified in prior studies, including increasing the amount of instruction, improving essential content coverage, and fostering greater continuity within schools. Reading--FIRST has been field-tested in more than 200 schools. An interdisciplinary team of educators, psychologists, statisticians, and technology experts will conduct the series of related research studies, using quantitative and qualitative data drawn from students, teachers, principals, and parents.

该项目将实施一项研究议程，对一个可扩展的、全校范围的阅读改进模式（阅读-FIRST）的有效性进行严格的纵向评估。这项研究将提供一些相关的理论和实践问题，有关教师的思想，学校的变化，学生的学习，家长参与，教育监督，并利用技术在教师的专业发展的信息。 这项研究的结果将提供深入了解大规模干预措施如何在各种各样的学校环境中发挥作用。阅读-FIRST是为K-12年级开发的;本项目仅涵盖K-5年级。它解决了在以前的研究中已经确定的与教学改进有关的主要可变因素，包括增加教学量，提高基本内容的覆盖率，以及促进学校内部更大的连续性。阅读----FIRST已在200多所学校进行实地测试。一个由教育工作者、心理学家、统计学家和技术专家组成的跨学科团队将利用来自学生、教师、校长和家长的定量和定性数据进行一系列相关研究。