WorldCat Identities

Beach, Sara Ann

Works: 8 works in 11 publications in 1 language and 20 library holdings
Roles: Author
Classifications: LB1140.5.L3, 372.6
Publication Timeline
Most widely held works by Sara Ann Beach
School Restructuring : the superintendent's view by Douglas E Mitchell( Book )

3 editions published in 1991 in English and held by 2 WorldCat member libraries worldwide

Findings from a study that examined the attitudes of California school district superintendents toward school restructuring are presented in this paper. Interviews were conducted with a total of 30 superintendents and senior staff members in 22 California school districts to explore their orientations toward school restructuring in general and toward eight specific restructuring approaches--school-based management, teacher empowerment, teacher professionalization, labor relations restructuring, pedagogical restructuring, governance reform, school choice, and integrated child service delivery. Although the superintendents held widely divergent perceptions about the nature and potential value of various approaches, three key tensions shaped their overall pattern of thinking about restructuring: (1) saliency vs. Explicitness of the issue; (2) performance improvement vs. Legitimacy of the schools; and (3) accountability vs. Ownership. Two contextual factors also influenced their thinking--amount of superintendency experience and the kind of community support. Implications are that school restructuring is not a clearly focused program of reform; caution should be used in judging reform efforts; and most efforts are relatively remote from the "technical core" of teaching and learning. A conclusion is that the politics of evaluation are important to the longterm success of restructuring. (23 references) (lmi)
Toward a model of the development of reader resources in the emergence and acquisition of literacy skill by Sara Ann Beach( )

2 editions published in 1991 in English and held by 2 WorldCat member libraries worldwide

The purpose of the study was to test empirically a proposed theoretical model of the development of reader resources of young children during the emergence and acquisition of literacy skills resulting in the conventional reading and writing of connected discourse. The proposed model included nine components: home experiences with print, oral language facility, concepts about print, graphemic awareness, simple phonemic awareness, compound phonemic awareness, grapheme-phoneme correspondence knowledge, word reading and writing, and conventional reading and writing. Children from preschool through third grade were randomly selected from two different schools serving two different types of populations. Each child completed a series of reading, writing, and language tasks used to measure each of the constructs. A multivariate analysis of variance show no difference on any of the tasks by gender. There were significant differences by grade level. Univariate analyses of variance and post hoc tests showed that children increase their knowledge of written language as they get older. Structural equation modeling using the LISREL 7 program was performed on the proposed model as well as on several alternative models. The best fitting model was an eight component model with concepts about print and graphemic awareness combined into one component. A tentative theory of periods in the emergence and acquisition of literacy skills was proposed to explain how the model operates
How Changing Class Size Affects Classrooms and Students. Policy Briefs Number 12 by Douglas E Mitchell( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

This policy brief is based on prior class size research and address the following issues of concern to policy makers: (1) the extent and reliability of class size impact on student achievement; (2) the mechanisms by which class size changes turn into student learning effects; and (3) the economic consequences of the reduction of class size. This synthesis of available research supported by a meta-analysis of achievement data shows that class size has a substantial and cumulative effect on student learning. Theoretically, the view that teachers represent a "fixed instructional resource" with their time and attention divided among the total number of students in the classroom best fits the research data. The conclusion is reached, however, that responding to this evidence is difficult because the cost of class size reduction is enormous. It is impossible to imagine public support for the level of funding needed to substantially reduce class size through expansion of school facilities and staff. Alternative strategies for reducing instructional group size can be implemented. The most promising strategy is the redeployment of existing school staff for part or all of the school day. (LL)
Perspectives on reading : preparing teachers for the 21st century( Book )

1 edition published in 2002 in English and held by 2 WorldCat member libraries worldwide

The Interrelationship of Phonemic Segmentation, Auditory Abstraction,and Word Recognition by Sara Ann Beach( Book )

1 edition published in 1990 in English and held by 1 WorldCat member library worldwide

A study examined the construct and predictive validity of phonemic awareness to determine the strength of the relationship between phonemic segmentation and auditory abstraction and to determine which of the two measures provided the best prediction of word recognition ability. Data were gathered from 65 first-grade children from 2 public elementary schools from lower to middle socioeconomic levels in 2 southern California school districts. Three tests were individually administered to each child: the Yopp-Singer Test of Phonemic Segmentation; the Beach-Singer Test of Auditory Abstraction; and the Gates-McKillop-Horowitz Reading Diagnostic Tests, Words: Untimed Subtest. Results revealed statistically significant correlations between word recognition and auditory abstraction and between word recognition and phonemic segmentation. The findings support the predictive validity of the construct of phonemic awareness for word recognition and decoding. Findings also indicate that phonemic segmentation and auditory abstraction are important abilities for a child to develop to be successful in word recognition. Further research into causal explanations of whether phonemic awareness develops prior to or as a result of formal reading instruction appears to be called for. (One figure and four tables of data are included; 14 references are attached.) (Keh)
Modeling the relationship between achievement and class size : a re-analysis of the Tennessee project STAR data by Douglas E Mitchell( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

How changing class size affects classrooms and students by Douglas E Mitchell( Book )

1 edition published in 1990 in English and held by 1 WorldCat member library worldwide

Finding an unequivocable answer to the class size issue is vitally important to the future of American public education. Sorting out conflicting viewpoints and determining supportable conclusions are this report's primary purpose. Three factors--research motivation, the effects of confounding variables, and problems related to distinguishing between student achievement and other classroom process changes--are largely responsible for the divergent, sometimes conflicting views expressed in the literature. For all student populations, class size research shows an important link between lowered student/teacher ratios and higher achievement. This conclusion can be reached by using appropriate complex statistical methods and research designs promoted by the National Education Association. An extensive literature review yields seven related conclusions: (1) class size research has had a history of limited research design, inappropriate methodology, and biased literature reviews; (2) the most seriously misleading conclusions have often been repeated in subsequent analyses; (3) development of a theoretical framework for determining class size influences on learning has been slow; (4) various studies have shown that achievement effects are mediated by changes in teachers' handling of classroom responsibilities; (5) alternative cost-effective strategies for reducing effective group size are available; (6) redeployment of existing school staff offers the most promising strategy for reducing instructional group size; and (7) some class reduction benefits can be gained by creative redistribution of students and incorporation of small-class techniques into routine classroom practice. One statistical appendix is included. (269 references) (mlh)
Literacy for young children : a guide for early childhood educators by Priscilla L Griffith( )

1 edition published in 2008 in English and held by 0 WorldCat member libraries worldwide

This research-based guidebook offers PreK and kindergarten teachers easy-to-implement activities to develop oral language, phonological and print awareness, emergent writing, and comprehension skills in diverse classrooms
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.75 (from 0.17 for Literacy f ... to 0.98 for The Interr ...)

English (11)