南莫比尔县第一标题学校Scott Foresman阅读街计划的三年级阅读表现与教师认知

Jamie Ladnier-Hicks, Rose Mcneese, James T. Johnson
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引用次数: 12

摘要

本研究旨在确定Scott Foresman reading Street项目第一年的实施是否改善了三年级学生的阅读表现,获得使用新课程的认证教学人员的总体满意度,并确定可能改善未来学生表现的预测因素。阅读成绩是用斯坦福成就测试10 (SAT-10)来衡量的。虽然在最初实施的一年里,学生成绩数据略有改善,但在实施雷丁街之前和之后,三年级参与者的表现没有统计学上的显著差异。一项文献综述显示,阅读成绩在课程改变后保持不变或下降是很常见的。这些发现显示了所报道的阅读课程实施的曲线特征。问卷调查数据表明,教育工作者对雷丁街非常满意,没有具体的预测因素可以改善参与人群的未来表现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Third Grade Reading Performance and Teacher Perceptions of the Scott Foresman Reading Street Program in Title I Schools in South Mobile County
This study was conducted to determine if third grade reading performance improved as a result of first year implementation of the Scott Foresman Reading Street program, obtain the overall satisfaction level of the certified instructional personnel using the new curriculum, and identify predictors that may improve future student performance. Reading performance was measured using the Stanford Achievement Test-10 (SAT-10). Although slight improvements in student outcome data were noted during the initial implementation year, no statistically significant differences between the performance of third grade participants before and after the implementation of Reading Street were found. A literature review revealed that it is common for reading achievement to remain the same or decrease following curriculum change. These findings appear characteristic of the reported curvilinear nature of reading curriculum implementation. Questionnaire data indicated that educators were very satisfied with Reading Street , and no specific predictors that may improve future performance within the participating population were revealed.
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审稿时长
12 weeks
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