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An "inside" look at success for all : a qualitative study of implementation and teaching and learning

Author: Amanda Datnow; Marisa Castellano; Educational Resources Information Center (U.S.)
Publisher: [Baltimore, MD] : Center for Research on the Education of Students Placed at Risk, Johns Hopkins University & Howard University ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2000]
Series: Report (Center for Research on the Education of Students Placed at Risk), no. 45.
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
This is the final report of a 2-year qualitative study of 3 elementary schools implementing the Success for All (sfa) program. Success for All is a research-based reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. Data were gathered in 61 interviews with school staff, 60 classroom observations, and relevant  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Amanda Datnow; Marisa Castellano; Educational Resources Information Center (U.S.)
OCLC Number: 47736496
Notes: Shipping list no.: 2001-0267-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2000]. 1 microfiche.
Description: 1 volume.
Series Title: Report (Center for Research on the Education of Students Placed at Risk), no. 45.
Other Titles: Qualitative study of implementation and teaching and learning
Responsibility: Amanda Datnow & Marisa Castellano.

Abstract:

This is the final report of a 2-year qualitative study of 3 elementary schools implementing the Success for All (sfa) program. Success for All is a research-based reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. Data were gathered in 61 interviews with school staff, 60 classroom observations, and relevant school documents. All three schools achieved full implementation of sfa, and all of the major components of the program were in place and mostly functioning as planned. Administrators influenced the adoption of sfa in all three schools. A number of positive outcomes were observed in the three schools. Student engagement in reading was high, and classroom instruction in reading was more effective than instruction in other academic subjects. Teachers had acquired new and valuable skills for teaching reading. Evidence was not found for other types of whole school changes, such as improved teacher collaboration, interest in reform in other areas, changes in governance, or changes in the relationships among administrators and staff. These outcomes, however, are not major goals of the sfa model. An appendix contains an overview of activities during the 90-minute sfa reading period. (Contains 2 figures and 43 references.) (Sld).

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