Assessing the rationales for educational reforms: An examination of policy claims about professional development, comprehensive reform, and direct instruction

Educational Administration Quarterly

Volumn 41, Issue 3, 2005, Pages 480-519

  St John, Edward P ^a   Manset Williamson, Genevieve ^b   Chung, Choong Geun ^b   Michael, Robert S ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

Comprehensive school reform; Evaluation; Reading programs; State policy

Indexed keywords

EID: 24344446487     PISSN: 0013161X     EISSN: None     Source Type: Journal    
DOI: 10.1177/0013161X04269618     Document Type: Article

References (46)

1. Allington, R. L., & Woodside, H. (1999). The politics, of literacy teaching: How "research" shaped policy. Educational Researcher, 25(8), 4-12.
2. Australian Council for Education Research. (1993a). The impact of First Steps on the reading and writing ability of western Australian year 5 school students (An Interim Report to the Curriculum Development Branch Western Australia Ministry of Education). Perth, Australia: Western Australia Department of Education.
3. Australian Council for Education Research. (1993b). The impact of First Steps on schools and teachers (An Interim Report to the Curriculum Development Branch Western Australia Ministry of Education). Perth, Australia: Western Australia Department of Education.
4. Bull, B., & Buechler, M. (1996). Learning together: Professional development for better schools. Bloomington: Indiana Education Policy Center.
5. Bull, B., Buechler, M., Didley, S., & Krehbiel, L. (1994). Professional development and teacher time: Principles, guidelines, and policy options for Indiana. Bloomington: Indiana Education Policy Center.
6. Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, N. (1995). An evaluation of Reading Recovery. Reading Research Quarterly, 30, 240-263.
7. Chall, J. S. (1967). Learning to read: The great debate. New York: McGraw Hill.
8. Clay, M. M. (1993). Reading Recovery: A guidebook for teachers in trainirig. Portsmouth, NH: Heinemann.
9. Connor-Tadros, L. (1996). Effects of Even Start on family literacy: Local and national comparisons. Baltimore: Johns Hopkins University.
10. Cunningham, P. (1991). Research directions: Multi-method, multilevel, literacy instruction in first grade. Language Arts, 68, 578-584.
11. Cunningham, P. M., Hall, D. R., & Defee, M. (1991). Non-ability grouped, multilevel instruction: A year in a first grade classroom. Reading Teacher, 48, 566-571.
12. Cunningham, P. M., Hall, D. R., & Defee, M. (1998). Non-ability grouped, multilevel instruction: Eight years later. Reading Teacher, 57(8), 652-664.
13. Deschamp, P. (1995). Case studies of the implementation of the First Steps project in twelve schools. Perth, Australia: Western Australia, Education Department. (ERIC Document Reproduction Service No. ED 419425).
14. Dianda, M., & Flaherty, J. (1995). Annual report on promising practices and program adaptations successes. Los Alamitos, CA: Southwest Regional Educational Laboratory.
15. Education Commission of the States. (1997). Investing in teacher professional development: A look at 16 school districts. Denver, CO: Putnam.
16. Elicker, J., & Mathur, S. (1997). What do they do all day? A comprehensive evaluation of a full-day kindergarten. Early Childhood Research Quarterly, 12, 459-480.
17. Finnan, C., St. John, E. P., Slovacek, S. P., & McCarthy, J. (Eds.). (1996). Accelerated Schools in action: Lessons from the field. Thousand Oaks, CA: Corwin Press.
18. Foorman, B. R., Fletcher, J. M., Francis, D. J., & Schatschneider, C. (2000). Response: Misrepresentation of research by other researchers. Educational Researcher, 29(6), 27-37.
19. Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
20. Gamse, B. C., Conger, D., Elson, D., & McCarthy, M. (1997). Follow-up study of families in the Even Start in-depth study: Final report. Cambridge, MA: Abt Associates, Inc. (ERIC Document Reproduction Service No. 413099).
21. Gordon, W. E. (1999). Education and justice: View from the back of the bus. Albany: State University of New York Press.
22. Guskey, T. R., & Sparks, D. (1997). Exploring the relationship between staff development and improvement in learning. Journal for Staff Development, 17(40), 34-38.
23. Humphrey, J. W. (1988). A longitudinal study of the consequences of full-day kindergarten through grade eight. Evansville, IN: Evansville- Vanderburgh School Corporation.
24. Iverson, S., & Tunmer, W. E. (1993). Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 85, 112-126.
25. Knight, S. L., & Stallings, J. A. (1995). The implementation of the Accelerated School model in an urban elementary school. In R. L. Allington & S. A. Walmsley (Eds.), No quick fixes: Rethinking literacy programs in America's elementary schools (pp. 236-251). New York: Teachers College Press.
26. Madden, N. A., Slavin, R. E., Karweit, N. L., Donlan, L., & Waskik, B. A. (1991). Success for All: Multi-year effects of a schoolwide elementary restructuring program (Report No. 18). Baltimore: Center for Research on Effective Schools.
27. Madden, N. A., Slavin, R. E., Karweit, N. L., Limermon, B. J., & Donlan, L. (1989). Success for All: First-year effects of a comprehensive plan for reforming urban education (Report No. 30). Baltimore: The Johns Hopkins University, Center for Research on Elementary and Middle Schools.
28. Manset, G., St. John, E. P., Hu, S., & Gordon, D. (2002). Early literacy practices as predictors of reading related outcomes: Test scores, test passing rates, retention, and special education referral. Exceptionality, 10(1), 11 -28.
29. McCarthy, J., & Still, S. (1993). Hollibrook Elementary School. In J. Murphy & A. Hollinger (Eds.), Learning from ongoing efforts (pp. 63-83). Newberry Park, CA: Corwin.
30. Miron, L. F., & St. John, E. P. (Eds.). (2003). Reinterpreting urban school reforms: Have urban schools failed, or has the reform movement failed urban schools? Albany: State University of New York Press.
31. North Central Regional Educational Laboratory (NCREL). (2000). Comprehensive school reform: Making good choices. Oak Brook, IL: Author.
32. Ohio State University, Reading Recover Project. (1998). Literacy collaborative (Information packet on Literacy Collaborative provided by program directors). Columbus, OH: Authors.
33. Pinnell, G., Lyons, C. A., DeFord, D., Bryk, A., & Seltzer, M. (1994). Comparing instructional models for literacy education of high-risk first graders. Reading Research Quarterly, 29(1), 9-39.
34. Ross, R. M., & Smith, L. J. (1994). Effects of Success for All model on kindergarten through second grade reading achievement teachers; adjustment and classroom-school climate at an inner city school. Elementary School Journal, 95, 121-138.
35. Rowe, K. J. (1997). Factors affecting students' progress in reading: Key findings from a longitudinal study. In S. Swartz & A. Klein (Eds.), Research in Reading Recovery (pp. 53-101). Portsmouth, NH: Heinemann.
36. Sheehan, R., Cryan, J. R., Wiechel, J., & Bandy, I. G. (1991). Factors contributing to success in elementary schools: Research findings for early childhood educators. Journal of Research in Childhood Education, 6, 66-75.
37. Slavin, R. E. (2002). Evidence-based education policy: Transforming education practice and research. Educational Researcher, 31(1), 15-21.
38. Slavin, R. E., & Fashola, O. S. (1998). Show me the evidence! Proven and promising programs for America's schools. Thousand Oaks, CA: Corwin Press.
39. Snow, C., Burns, M., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
40. St. John, E. P., & Bardzell, J. S. (1999). Improving early reading and literacy: A guide for developing research-based programs. Bloomington: Indiana Education Policy Center.
41. St. John, E. P., Griffith, A. I., & Allen-Haynes, L. (1997). Families in schools: A chorus of voices in restructuring. Portsmouth, NH: Heinemann.
42. St. John, E. P., Manset, G., Chung, C. G., Simmons, A. B., & Musoba, G. D. (2000). Research-based reading interventions: The impact of Indiana's Early Literacy Intervention Grant Program (Policy Research Report #00-02). Bloomington: Indiana Education Policy Center.
43. St. John, E. P., Manset, G., Chung, C. G., Simmons, A. B., Musoba, G. D., Manoil, K., et al. (2003). Research-based reading reform: The impact of state-funded interventions on educational outcomes in urban elementary schools. In L. F. Miron & E. P. St. John (Eds.), Reinterpreting urban school reform: Have urban schools failed, or has the reform movement failed urban schools? Albany: State University of New York Press.
44. St. John, E. P., Ward, J. S., & Laine, S. W. M. (1999). State policy on professional development: Rethinking the linkages to standard outcomes. Oak Brook, IL: North Central Regional Educational Laboratory.
45. Taylor, B. M., Anderson, R. C., Au, K. H., & Jaffy, E. R. (2000). Discretion in translation of research to policy: A case from beginning reading. Educational Researcher, 29(6), 16-26.
46. Wong, K. K. (2003). Federal Title I as a reform strategy in urban schools. In L. F. Miron & E. P. St. John (Eds.), Reinterpreting urban school reform: Have urban schools failed, or has the reform movement failed urban schools? Albany: State University of New York Press.