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A Comprehensive Evaluation of the Teacher's College Reading and Writing Project Balanced Literacy Instructional Framework and the Reading Proficiency of Economically Disadvantaged Students

机译：师专阅读与写作项目均衡读写教学框架与经济弱势学生阅读能力的综合评价

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摘要

This dissertation was designed to provide a comprehensive evaluation of the Teacher's College Reading and Writing Project (TCRWP) and its impact on the reading achievement of economically disadvantaged students. TCRWP was implemented at two high poverty schools (over 80% economically disadvantaged students) in southeastern North Carolina. Stufflebeam's (2003) revised CIPP evaluation model was used to evaluate the program along with a convergent mixed-methods design.;The data analysis revealed that TCRWP as well as the schools' strategic plans were aligned to the schools' assessed needs. Additionally, the analysis showed that implementation of TCRWP aligned to the schools' initial implementation designs. The study utilized a paired samples t test between all fourth and fifth grade students' predicted scores and corresponding actual scores after implementation to determine if a statistically significant difference existed. Both study sites had a statistically significant difference between students' predicted and actual reading scores after the first year of implementation. Further, both study sites had a statistically significant difference in fifth grade but did not have a statistically significant difference in fourth grade after the second year of implementation.;Although the findings of the current study suggest that TCRWP shows promise with economically disadvantaged students, the data analysis identified goals and professional development for working with specific subgroups of students as a possible area of improvement. Additionally, teacher and leadership turnover and training for new hires should be considered during the planning phase of TCRWP implementation. These findings can be used by educational leaders in program selection, strategic planning, and implementation of TCRWP and other literacy instructional frameworks.
机译：本文旨在对师范学院的阅读与写作项目（TCRWP）及其对经济弱势学生的阅读成绩的影响进行综合评估。在北卡罗来纳州东南部的两所高贫困学校（超过80％的经济弱势学生）实施了TCRWP。 Stufflebeam（2003）修改后的CIPP评估模型与融合的混合方法设计一起用于评估该计划。数据分析表明，TCRWP以及学校的战略计划都与学校的评估需求保持一致。此外，分析表明，TCRWP的实施与学校的初始实施设计保持一致。该研究在实施之后，在所有四年级和五年级学生的预测分数和相应的实际分数之间采用配对样本t检验，以确定是否存在统计学上的显着差异。在实施的第一年之后，两个研究站点的学生预期阅读分数与实际阅读分数之间在统计学上都存在显着差异。此外，两个研究地点的五年级差异均有统计学意义，但实施第二年后的四年级差异均无统计学意义。数据分析确定了与特定学生群体合作的目标和专业发展，这是可能的改进领域。此外，在TCRWP实施的规划阶段，应考虑教师和领导层的更替和新员工的培训。教育领导者可以将这些发现用于计划选择，战略规划以及TCRWP和其他扫盲教学框架的实施。

著录项

  • 作者

    Gaines-Montgomery, LaTonya.;

  • 作者单位

    Gardner-Webb University.;

  • 授予单位 Gardner-Webb University.;
  • 学科 Elementary education.;Education.;Instructional design.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 203 p.
  • 总页数 203
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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