Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Beating the Odds: Teaching Middle and High School Students to Read and Write Well:

Beating the Odds: Teaching Middle and High School Students to Read and Write Well: This study investigated the characteristics of instruction that accompany student achievement in reading, writing, and English. It focused on English language arts programs in schools that have been trying to increase student performance, comparing those whose students perform higher than demographically comparable schools with schools whose scores are more typical. The study took place in four states and included 25 schools, 44 teachers, and 88 classes studied over a 2-year period each. Although the sample was diverse, including urban and suburban sites, schools with poor and diverse student bodies predominated. Analyses specified six features that permeated the environments and provided marked distinctions between higher and more typically performing schools. Although some of these features were present to varying degrees in the English programs in the more typical schools, they were all present all of the time in the higher performing schools, forming a consistently supportive environment for student learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Beating the Odds: Teaching Middle and High School Students to Read and Write Well:

Langer, Judith A
American Educational Research Journal , Volume 38 (4): 44 – Jun 24, 2016
Download PDF
44 pages

Loading next page...
 
/lp/sage/beating-the-odds-teaching-middle-and-high-school-students-to-read-and-dvadp6DlJu

References (57)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312038004837
Publisher site
See Article on Publisher Site

Abstract

This study investigated the characteristics of instruction that accompany student achievement in reading, writing, and English. It focused on English language arts programs in schools that have been trying to increase student performance, comparing those whose students perform higher than demographically comparable schools with schools whose scores are more typical. The study took place in four states and included 25 schools, 44 teachers, and 88 classes studied over a 2-year period each. Although the sample was diverse, including urban and suburban sites, schools with poor and diverse student bodies predominated. Analyses specified six features that permeated the environments and provided marked distinctions between higher and more typically performing schools. Although some of these features were present to varying degrees in the English programs in the more typical schools, they were all present all of the time in the higher performing schools, forming a consistently supportive environment for student learning.

Journal

American Educational Research Journal – SAGE

Published: Jun 24, 2016

There are no references for this article.