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Author: What Works Clearinghouse (ED) Publisher: ISBN: Category : Languages : en Pages : 21
Book Description
"Doors to Discovery"]TM] is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The eight thematic units cover topics such as nature, friendship, communities, society, and health. Each unit is available as a kit that includes various teacher resources. The What Works Clearinghouse (WWC) identified six studies that investigated the effects of "Doors to Discovery"[TM] on the school readiness of preschool children. The WWC reviewed four of those studies against group design evidence standards. One study (Christie, Roskos, Vukelich, & Han, 2003) is a randomized controlled trial that meets WWC evidence standards without reservations, and two studies (Assel, Landry, Swank, & Gunnewig, 2007, and Preschool Curriculum Evaluation Research [PCER] Consortium, 2008, Chapter 6) are randomized controlled trials or quasi-experimental designs that meet WWC evidence standards with reservations. Those three studies are summarized in this report. One study does not meet WWC evidence standards. The remaining two studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Christie et al. (2003); (2) Research details for Assel et al. (2007); (3) Research details for PCER Consortium (2008, Chapter 6); (4) Outcome measures for each domain; (5) Findings included in the rating for the oral language domain; (6) Findings included in the rating for the print knowledge domain; (7) Findings included in the rating for the phonological processing domain; and (8) Findings included in the rating for the math domain. A glossary of terms is included. (Contains 9 tables and 14 endnotes.).
Author: What Works Clearinghouse (ED) Publisher: ISBN: Category : Languages : en Pages : 21
Book Description
"Doors to Discovery"]TM] is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The eight thematic units cover topics such as nature, friendship, communities, society, and health. Each unit is available as a kit that includes various teacher resources. The What Works Clearinghouse (WWC) identified six studies that investigated the effects of "Doors to Discovery"[TM] on the school readiness of preschool children. The WWC reviewed four of those studies against group design evidence standards. One study (Christie, Roskos, Vukelich, & Han, 2003) is a randomized controlled trial that meets WWC evidence standards without reservations, and two studies (Assel, Landry, Swank, & Gunnewig, 2007, and Preschool Curriculum Evaluation Research [PCER] Consortium, 2008, Chapter 6) are randomized controlled trials or quasi-experimental designs that meet WWC evidence standards with reservations. Those three studies are summarized in this report. One study does not meet WWC evidence standards. The remaining two studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Christie et al. (2003); (2) Research details for Assel et al. (2007); (3) Research details for PCER Consortium (2008, Chapter 6); (4) Outcome measures for each domain; (5) Findings included in the rating for the oral language domain; (6) Findings included in the rating for the print knowledge domain; (7) Findings included in the rating for the phonological processing domain; and (8) Findings included in the rating for the math domain. A glossary of terms is included. (Contains 9 tables and 14 endnotes.).
Author: What Works Clearinghouse (ED) Publisher: ISBN: Category : Languages : en Pages : 24
Book Description
Doors to Discovery[TM], an early childhood curriculum, focuses on the development of children's vocabulary and expressive and receptive language through a learning process called "shared literacy," where adults and children work together to develop literacy-related skills. Literacy activities, organized into thematic units, encourage children's development in a number of areas identified by research as the foundation for early literacy success: oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The What Works Clearinghouse (WWC) reviewed six studies on Doors to Discovery[TM]. One of these studies meets WWC evidence standards, one study meets WWC evidence standards with reservations, and the remaining four studies do not meet either WWC evidence standards or eligibility screens. Based on the two studies, the WWC found potentially positive effects on oral language and print knowledge, and no discernible effects on phonological processing and math. The conclusions presented in this report may change as new research emerges. Six appendices are included: (1) Study characteristics; (2) Outcome measures by domain; (3) Summary of study findings by domain; (4) Summary of follow-up findings by domain; (5) Ratings by domain; and (6) Extent of evidence by domain. (Contains 13 footnotes.) [The following studies are reviewed in this intervention report: (1) Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). Doors to Discovery and Let's Begin with the Letter People. In Effects of preschool curriculum programs on school readiness (pp. 85-98). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; and (2) Christie, J., Roskos, K., Vukelich, C., & Han, M. (2003, June). The effects of a well-designed literacy program on young children's language and literacy development. In F. Lamb-Parker, J. Hagen, R. Robinson, & H. Rhee (Eds.), The first eight years--pathways to the future: Implications for research, policy, and practice (pp. 447-448). "Proceedings of the Head Start National Research Conference." New York: Mailman School of Public Health, Columbia University.].
Author: What Works Clearinghouse (ED) Publisher: ISBN: Category : Languages : en Pages : 5
Book Description
"Great Books" is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry[TM] method of learning. The purpose of "Great Books" is to engage students in higher-order thinking and collaborative problem solving. It involves teachers focusing discussion on the interpretation of a text and students participating as partners in these discussions. No studies of "Great Books" that fall within the scope of the Adolescent Literacy review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of "Great Books" on adolescent learners. (Contains 5 footnotes.).
Author: What Works Clearinghouse (ED) Publisher: ISBN: Category : Languages : en Pages : 33
Book Description
"Let's Begin with the Letter People"[R] is an early education curriculum that uses 26 thematic units to develop children's language and early literacy skills. A major focus is phonological awareness, including rhyming, word play, alliteration, and segmentation. Children are encouraged to learn as individuals, in small groups, and in a whole-class environment. Teacher resource books and a set of classroom books and other program materials are available as a program kit. Two studies of "Let's Begin with the Letter People"[R] meet What Works Clearinghouse (WWC) evidence standards and no studies meet WWC evidence standards with reservations. The two studies include children in 49 classrooms in 25 preschools in Houston, Texas, and southeastern New York State. Based on these two studies, the WWC considers the extent of evidence for "Let's Begin with the Letter People"[R] to be medium to large for oral language and print knowledge and small for phonological processing and math. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of "Let's Begin with the Letter People"[R] in the early reading and writing or cognition domains. "Let's Begin with the Letter People"[R] was found to have no discernible effects on oral language, print knowledge, phonological processing, or math. Contains 21 appendices: (1) Study characteristics: Preschool Curriculum Evaluation Research Consortium, 2008 (randomized controlled trial); (2) Study characteristics: Fischel, Bracken, Fuchs-Eisenberg, Spira, Katz, & Shaller, 2007 (randomized controlled trial); (3) Outcome measures for the oral language domain; (4) Outcome measures for the print knowledge domain; (5) Outcome measures for the phonological processing domain; (6) Outcome measures for the math domain; (7) Summary of study findings included in the rating for the oral language domain; (8) Summary of study findings included in the rating for the print knowledge domain; (9) Summary of study findings included in the rating for the phonological processing domain; (10) Summary of study findings included in the rating for the math domain; (11) Summary of follow-up findings for the oral language domain; (12) Summary of follow-up findings for the print knowledge domain; (13) Summary of follow-up findings for the phonological processing domain; (14) Summary of follow-up findings for the math domain; (15) Summary of findings for comparisons between Let's Begin with the Letter People[R] and Waterford Early Reading[TM] Level One for the oral language domain; (16) Summary of findings for comparisons between Let's Begin with the Letter People [R] and Waterford Early Reading[TM] Level One for the print knowledge domain; (17) Let's Begin with the Letter People[R] rating for the oral language domain; (18) Let's Begin with the Letter People[R] rating for the print knowledge domain; (19) Let's Begin with the Letter People[R] rating for the phonological processing domain; (20) Let's Begin with the Letter People[R] rating for the math domain; and (21) Extent of evidence by domain. [The following two studies are reviewed in this intervention report: (1) Fischel, J. E., Bracken, S. S., Fuchs-Eisenberg, A., Spira, E. G., Katz, S., & Shaller, G. (2007). Evaluation of curricular approaches to enhance preschool early literacy skills. "Journal of Literacy Research," 39(4), 471-501; and (2) Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). Doors to Discovery and Let's Begin with the Letter People. In "Effects of preschool curriculum programs on school readiness" (pp. 85-98). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. (Contains 86 notes.).
Author: S. Andrew Garbacz Publisher: Routledge ISBN: 0429649878 Category : Education Languages : en Pages : 288
Book Description
Establishing Family-School Partnerships in School Psychology provides actionable, evidence-based practices toward effective family-school partnerships. Offering scoped and sequenced approaches to embed family-school partnership interventions within a three-tier prevention framework, the book covers mental health screening, cultural responsiveness, technology use, and more. This volume in the Foundations of School Psychology Research and Practice Series makes clear how sustained implementation of family-school partnerships can be achieved within existing educational infrastructures to promote student achievement across developmental periods and schooling levels.
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies Publisher: ISBN: Category : Administrative agencies Languages : en Pages : 818
Author: Elena Bodrova Publisher: Taylor & Francis ISBN: 1040005438 Category : Education Languages : en Pages : 283
Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
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Author: What Works Clearinghouse (ED)
Author: S. Andrew Garbacz
Author: What Works Clearinghouse
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
Author: Elena Bodrova
Author: Joyce L. Epstein
Author: Siegfried Engelmann