Literacy achievement in small grade 1 classes in high-poverty environments

Canadian Journal of Education

Volumn 26, Issue 3, 2001, Pages 301-320

  Haughey, Margaret ^a   Snart, Fern ^a   Da Costa, Jose ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248722836     PISSN: 03802361     EISSN: 03802361     Source Type: Journal    
DOI: 10.2307/1602210     Document Type: Review

References (37)

1. Arroyo, A., Rhoad, R., & Drew, P. (1999). Meeting diverse student needs in urban schools: Research-based recommendations for school personnel. Preventing School Failure, 43(4), 145-153.
2. Au, K. H. (1998). Social constructivism and the school literacy learning of students of diverse cultural backgrounds. Journal of Literacy Research, 30, 297-319. Retrieved April 3, 2003, from http://nrc.oakland.edu/jlr/archive/v30/ issue_30_2.html
3. Au, K. H., & Carroll, J. H. (1997). Improving literacy achievement through a constructivist approach: The KEEP demonstration classroom project. Elementary School Journal, 97, 203-221.
4. Banks, J., & Banks, C. M. (Eds.). (1995). Handbook of research on multicultural education. New York: Macmillan.
5. Betts, J. R., & Shkolnik, J. L. (1999). The behavioral effects of variations in class size: The case of math teachers. Educational Evaluation and Policy Analysis, 21, 193-214.
6. Bohrnstedt, G. W., & Stecher, B., (Eds.). (1999). Class size reduction in California: Early evaluation findings, 1996-1998. Palo Alto, CA: CSR Research Consortium.
7. Center for the Improvement of Early Reading Achievement. (1998). Improving the reading achievement of America's children: 10 research-based principles. Ann Arbor, MI: Author.
8. Doherty, G. (1997). Zero to six: The basis for school readiness. Technical Paper, R-97-8E, HRDC. Retrieved April 3, 2003, from www.hrdc-drhc.gc.ca/sp-ps/arbdgra/publications/research/abr-97-8e.shtml
9. Erickson, F. (1993). Transformation and school success: The politics and culture of educational attainment. In E. Jacob and C. Jordan (Eds.), Minority education: Anthropological perspectives (pp. 27-52). Norwood, NJ: Ablex Publishing.
10. Evertson, C. M., & Randolph, C. H. (1989). Teaching practices and class size: A new look at an old issue. Peabody Journal of Education, 67, 85-105.
11. Finn, J. D., & Achilles, C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21, 97-109.
12. Fogler, J., & Breda, C. (1989). Evidence for Project STAR about class size and student achievement. Peabody Journal of Education, 67, 17-33.
13. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
14. Haughey, M., Snart, F., & da Costa, J. (2002). Being in a community of inquiry with grade 1 teachers. International Electronic Journal for Leadership in Learning, 6(14). Retrieved April 3, 2003, from http://www.ucalgary.ca/-iejll/ volume6/haughey.htm
15. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
16. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin: Southwest Educational Development Laboratory. Retrieved July 15,2003, from http://www.sedl.org/pubs/catalogue/ items/cha35/html
17. Human Resources Development Canada & Statistics Canada. (1996). Growing up in Canada: National longitudinal survey of children and youth. Ottawa: Author.
18. Leroy, C. (1999). Revisiting resistance: Girls' interactions and literacy in an innercity classroom. Journal of Educational Thought, 34(1), 51-64.
19. Lyon, G. R. (1998). Overview of reading and literacy research. In S. Patton & M. Holmes (Eds.), The Keys to Literacy (pp. 1-15). Washington, DC: Council for Basic Education.
20. Maeroff, G. (1998). Altered destinies: Making life better for children in need. Phi Delta Kappan, 80(6), 24-32.
21. Madden, N., Slavin, R. E., Karweit, N. L, Dolan, L. J., & Wasik, B. A. (1993). Success for all: Longitudinal effects of a restructuring program for inner-city elementary schools. American Journal of Educational Research, 30, 123-148.
22. McGill-Franzen, A., & Allington, R. (1992). The gridlock of low achievement: Perspectives on policy and practice. Remedial and Special Education, 12, 20-30.
23. McRobbie, J. (1996). Smaller classes aim to launch early literacy. Focus Magazine, Fall. ED 423 604. Retrieved April 3, 2003, from http://web.wested.org/ online_pubs/focus_fall96/csr.htm
24. Molnar, A., Smith, P., Zahorik, J., Plamer, A., Halbach, A., & Ehrle, K. (1999). Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21, 165-78.
25. Morrongiello, B. A. (1999). Tapping school readiness in the NLS Children and Youth: Measurement issues and solutions. Technical Paper T-98-1E. Retrieved April 3, 2003, from http://www.hrdc-drhc.gc.ca/arb/publications/research/ abt-98-1ehrdc.shtml
26. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
27. Rice, J. K. (1999). The impact of class size on instructional strategies and use of time in high school math and science courses. Educational Evaluation and Policy Analysis, 21, 215-30.
28. Shapson, S. M., Wright, E. N., Eason, G., & Fitzgerald, J. (1980). An experimental study of the effects of class size. American Educational Research Journal, 17, 141-152.
29. Snow, C, Burns, S., & Griffin, P. (Eds). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
30. Spillane, J. P., & Jennings, N. E. (1997). Aligned instructional policy and ambitious pedagogy: Exploring instructional reform from the classroom perspective. Teachers College Record, 98, 449-481.
31. Stanford, M., Offord, D., McLeod, K., Boyle, M., Byrne, C., & Hall, B. (1994). Pathways into the workforce: Antecedents of school and work force status. Journal of American Academy of Children and Adolescent Psychiatry, 33, 1036-1046.
32. Taylor, B. M., Anderson, R. C., Au, K. H., & Raphael, T. E. (2000). Discretion in the translation of research to policy: A case from beginning reading. Educational Researcher, 29(6), 16-25.
33. Wang, M. C., Oates, J., & Weishew, N. (1995). Effective school responses to student diversity in inner-city schools: A coordinated approach. Education and Urban Society, 27, 484-503.
34. Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.
35. Witte, J. F. (2000). Reducing class size in public schools: Cost-benefit issues and implications. In S. W. M. Laine & J. G. Ward (Eds.), Using what we know. A review of research on implementing class-size reduction initiatives for state and local policymakers. (Ch. 1). Oak Brook, IL: North Central Regional Laboratory. Retrieved April 3, 2003, from http://www.ncrel.org/policy/pubs/ html/weknow/index.html
36. Zahorik, J. A. (1999). Reducing class size leads to individualized instruction. Educational Leadership, 57(1), 50-53.
37. Zahorik, J., Molnar, A., Ehrle, K., & Halback, A. (2000). Smaller classes, better teaching? Effective teaching in reduced-size classes. In S. W. M. Laine & J.G. Ward (Eds.), Using what we know. A review of research on implementing classsize reduction initiatives for state and local policymakers. (Ch. 4). Oak Brook, IL: North Central Regional Laboratory. Retrieved April 3, 2003, from http:// www.ncrel.org/policy/pubs/html/weknow/index.html