The Evaluation & Analysis of an Innovative Framework for School Reading

该项目将实施一项研究议程，对可扩展的、全校范围的阅读改进模式(阅读--第一)的有效性进行严格的纵向评估。这项研究将就教师思维、学校转变、学生学习、家长参与、教育监督以及教师专业发展中技术的使用等相关的理论和实践问题提供信息。这项研究的结果将为大规模干预如何在各种学校环境中发挥作用提供洞察力。阅读--第一个是为K-12年级制定的；本项目仅涵盖K-5年级)。它涉及与教学改进有关的主要可变因素，这些因素已在以前的研究中确定，包括增加授课数量、改善基本内容覆盖范围，以及在学校内培养更大的连续性。阅读--First已经在200多所学校进行了实地测试。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从学生、教师、校长和家长那里获得的定量和定性数据，进行一系列相关的研究。

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.