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Examining Teachers’ Experiences with the Adoption of Published Reading Programs at the Primary Grades: An Exploratory Study LeeAnn M. Trusela and Noelle C. Griffin UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards, and Student Testing (CRESST) CRESST Conference Los Angeles, CA September 10, 2004
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CPDI Background 4-year study 2001-2002: UCOP/higher education collaboration, implemented through multiple providers developing different program models around core literacy content 2002-2003: CPDIs coordinated with California’s AB466 legislation and aligned with state adopted English language arts instructional materials
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Evaluation Methodology/Overview Focus on 2002-2003 evaluation data Teachers involved in district-wide adoptions of published literacy programs School-level interviews (n=45) with teachers drawn from sample of statewide CPDI participants Observation of classroom instruction/implementation of adopted material programs
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Sample School Criteria Curricular program adopted Demographics Similarity of make-up to other schools in district Range of geographic regions represented Range of student demographics and Academic Performance Index (API) scores
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Demographic Characteristics of Sample Schools Average Range African American students 3%0-6% Asian/Pacific Islander students 4%0-8% Hispanic/Filipino students 60%9-98% White Students 32%1-79% English learners 40%9-83% Free/reduced lunch 56%9-92% Credentialed teachers 92%74-100% 2001 API (base) 640462-839 2002 API (growth) 661471-854 Note. Data source: California Department of Education website, www.api.cde.ca.gov.
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General Trends/Findings Ease/difficulty of implementation of individual program components Patterns of program component use Teacher feedback on classroom utility
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Difficulties Encountered in Program Implementation Program pacing and scheduling Use of prescribed supplemental program materials Writing instruction component
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Ease of Implementation Phonics and comprehension instruction Navigation of core teachers’ guides
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Other Implementation Patterns Program assessment use Program supplementation
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Teacher Feedback: Program Utility and Accessibility to Students Issues of adaptability for students working outside grade level (above/below benchmark) Lack of breadth and and quality supplementation to program materials
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Teacher Feedback: Program Utility and ELA Component Coverage Most teacher feedback idiosyncratic based on unique classroom experience Over 30% of teachers citing program writing components as most problematic
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Concerns Regarding Program Writing Components Depth/breadth of materials Organization Developmental patterning Assessment/guidance strategies
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Contextual Factors: Supports and Barriers to Implementation Program adaptability to English learner (EL) instruction Teacher beliefs/attitudes towards program adoption Successes/failures of professional development process
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Program Adaptability to EL Instruction: Issues and Challenges Varying student proficiency levels Program pacing Training/coverage of EL materials Program content vs. teacher beliefs about EL instruction
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How Can Teacher Beliefs Impact Program Adoption & Implementation? Issues of teacher “buy-in” and effects on implementation District roles/policies in program adoption & consequent impact on implementation Teacher attitudes toward program(s) in general & impact on practice
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Professional Development and Program Adoption: Successes and Areas for Improvement Considerable overlap between areas teachers deemed lacking in training and areas of difficulty in implementation Need for additional training/follow-up program support Opportunities for practice Opportunities for hands-on experience with program materials Training with instructors who have used program materials in their own classrooms
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Discussion/Implications of Evaluation Findings Research: Investigate role of teacher beliefs in adoption & implementation of structured, published reading programs School and district-level processes Student achievement Practice: Quality of professional development training and follow-up/support Applicability/accessibility for varying student needs & skill levels Teacher beliefs School culture
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www.cresst.org
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