Opening up the black box: Literacy instruction in schools participating in three comprehensive school reform programs

American Educational Research Journal

Volumn 44, Issue 2, 2007, Pages 298-338

  Correnti, Richard ^a   Rowan, Brian ^a,b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b University of Michigan ^*

Author keywords

Causal inference; Instructional reform; Planned change efforts; Teacher learning

Indexed keywords

EID: 34250817378     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831207302501     Document Type: Article

References (62)

1. Benson, G. (2002). Study of Instructional Improvement school sampling design. Ann Arbor: University of Michigan, Institute for Social Research.
2. Berends, M., Bodilly, S., & Kirby, S. (Eds.). (2002). Facing the challenges of whole school reform: New American Schools after a decade. Santa Monica, CA: RAND.
3. Berman, P., & McLaughlin, M. (1975). Federal programs supporting educational change: Vol. 4. The findings in review. Santa Monica, CA: RAND.
4. Bodilly, S. (1996). Lessons from New American Schools Development Corporation 's demonstration phase. Santa Monica, CA: RAND.
5. Borko, H., Wolf, S., Simone, G., & Uchiyama, K. (2003). Schools in transition: Reform efforts and school capacity in Washington State. Educational Evaluation and Policy Analysis, 25(2), 171-203.
6. Borman, G., & Hewes, G. (2002). The long-term effects and cost-effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24(4), 243-266.
7. Borman, G., Hewes, G., Overman, L., & Brown, S. (2003). Comprehensive school reform and achievement; A meta-analysis. Review of Educational Research, 73, 125-230.
8. Borman, G., Slavin, R., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2005). Success for All: First-year results from the national randomized field trial. Educational Evaluation and Policy Analysis, 27, 1-22.
9. Camburn, E., & Barnes, C. L. (2004). Assessing the validity of a language arts instruction log through triangulation. Elementary School Journal, 105, 49-76.
10. Camburn, E., Rowan, B., & Taylor, J. (2003). Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25(4), 347-374.
11. Cohen, D., & Hill, H. (2001), Learning policy; When state education reform works. New Haven, CT: Yale University Press.
12. Correnti, R. (2005). Literacy instruction in CSR schools: Consequences of design specification on teacher practice. Dissertation Abstracts International, A66(08). (UMI No. AAT 3186604).
13. Correnti, R., Rowan, B., & Camburn, E. (2003, April). School reform programs, literacy practices in 3rd grade classrooms, and instructional effects on student achievement. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
14. Cox, P., & Havelock, R. (1982, March). External facilitators and their role in the improvement of practice. A study of dissemination efforts supporting school improvement. Paper presented at the annual meeting of the American Educational Research Association, New York.
15. Crandall, D., Bauchner, J., Loucks, S., & Schmidt, W. (1982, March). Models of the school improvement process. A study of dissemination efforts supporting school improvement. Paper presented at the annual meeting of the American Educational Research Association, New York.
16. Crandall, D., Eiseman, J., & Louis, K. (1986). Strategic planning issues that bear on the success of school improvement efforts. Educational Administration Quarterly, 22(3), 21-53.
17. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1880-1990 (2nd ed.). New York: Teachers College Press.
18. Darling-Hammond, L., & Snyder, J. (1992). Curriculum studies and traditions of inquiry: The scientific tradition. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 41-77). New York: MacMillan.
19. Datnow, A., & Castellano, M. (2000). Teachers' responses to Success for All: How beliefs, experiences, and adaptations shape implementation. American Educational Research Journal, 37(3), 775-799.
20. Datta, L. (1980). Changing times: The study of federal programs supporting educational change and the case for local problem solving. Teachers College Record, 82(1), 101-116,
21. Desimone, L. (2002). How can comprehensive school reform models be implemented? Review of Educational Research, 72(3), 433-480.
22. Desimone, L., Porter, A., Garet, M., Yoon, K., & Birman, B. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
23. Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 55(1), 1-26.
24. Elmore, R., & Burney, D. (1997). Investing in teacher learning: Staff development and instructional improvement in school district #2, New York City. Philadelphia:
25. Consortium for Policy Research in Education and the National Commission on Teaching and America's Future.
26. Elmore, R. F., & McLaughlin, M. W. (1998). Steady work; Policy, practice, and the reform of American education. Santa Monica, CA: RAND.
27. Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
28. Firestone, W. A., & Corbett, H. D. (1988). Planned educational change. In N. J. Boyan (Ed.), Handbook of research on educational administration (pp. 321-340). White Plains, NY: Longman.
29. Fullan, M. G. (1991). The new meaning of educational change. New York: Teachers College Press.
30. Gersten, R. (1984). Follow Through revisited: Reflections on the site variability issue. Educational Evaluation and Policy Analysis, 5(4), 411-423.
31. Gersten, R., Carnine, D., Zoref, L., & Cronin, D. (1986). A multi-faceted study of change in seven inner-city schools. Elementary School Journal, 55(3), 257-276.
32. Herman, R., Aladjem, D., McMahon, P., Masem, E., Mulligan, I., O'Malley, A., et al. (1999), An educator's guide to schoolwide reform. Washington, DC: American Institutes for Research.
33. Hong, G., & Raudenbush, S. (2005). Effects of kindergarten retention policy on children's cognitive growth in reading and mathematics. Educational Evaluation and Policy Analysis, 27(3), 205-224,
34. House, E., Glass, G., McLean, L., & Walker, D. (1978). No simple answer: Critique of the follow-through evaluation. Harvard Educational Review, 48(2), 128-160.
35. Huberman, A., & Miles, M. (1984). Innovation up close: How school improvement works. New York: Plenum.
36. Jones, E., Gottfredson, G., & Gottfredson, D. (1997). Success for some: An evaluation of the Success for All program. Evaluation Review, 21(6), 643-670.
37. Lin, D., Psaty, B., & Kronmal, R. (1998). Assessing the sensitivity of regression results to unmeasured confounders in observational studies. Biometrics, 54, 948-963,
38. Loucks, S. (1983, April). Defining fidelity: A cross-study analysis. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec.
39. Loucks, S., Cox, P., Miles, M., & Huberman, M. (1982). Portraits of the changes, the players and the contexts. A study of the dissemination efforts supporting school improvement. People, policies and practices: Examining the chain of school improvement (Vol. II). Andover, MA: Network of Innovative Schools. (ERIC Document Reproduction Service No. ED240714).
40. Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L., & Wasik, B., A. (1993), Success for All: Longitudinal effects of a schoolwide elementary restructuring program. American Educational Research Journal, 30, 123-148.
41. May, H., Supovitz, J., & Lesnick, J. (2004). The impact of America's Choice on writing performance in Georgia: First year results. Philadelphia: Consortium for Policy Research in Education Research.
42. McLaughlin, M., & Marsh, D. (1978). Staff development and school change. Teachers College Record, 50(1), 69-94.
43. Meyer, L., Gersten, R., & Gutkin, J. (1983). Direct instruction: A project Follow Through success story in an inner-city school. Elementary School Journal, 84(2), 241-252.
44. Mirel, J. (1994). School reform unplugged: The Bensenville New American School Project 1991-1993. American Educational Research Journal, 31, 481-518.
45. Northwest Regional Education Laboratory. (2005). The catalog of school reform models: Helping you find the right model for your school. Portland, OR: Author. Retrieved July 7, 2006, from http://www.nwrel.org/scpd/catalog/ index.shtml
46. Nunnery, J. (1998). Reform ideology and the locus of development problem in educational restructuring. Education and Urban Society, 30(3), 277-295.
47. Peterson, S., & Emrick, J. (1983). Advances in practice. In W. Paisley & M. Butler (Eds.), Knowledge utilization systems in education (pp. 219-250). Beverly Hills, CA: Sage.
48. Peugh, J. L., & Enders, C. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74(4), 525-556.
49. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models (2nd ed.). Thousand Oaks, CA: Sage.
50. Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2004). HLM (Version 6.0) [Computer software]. Lincolnwood, IL: Scientific Software International.
51. Rivlin, A. M., & Timpane, P. M. (1975). Planned variation in education; Should we give up or try harder? Washington, DC: Brookings Institution.
52. Rosenbaum, P., & Rubin, D. (1983). The central role of the propensity score in observational studies for causal effects. Biometrtka, 17, 41-55.
53. Ross, S., Sanders, W., & Wright, S. (1998). An analysis of Tennessee Value Added Assessment (TVAAS) performance outcomes of Roots and Wings schools from 19951997. Memphis: University of Memphis, Center for Research in Education Policy.
54. Ross, S., & Smith, L. (1994). Effects of the Success for All model on kindergarten through second grade reading achievement, teachers' adjustment, and classroomschool climate at an inner city school. Elementary School Journal, 95(2), 121-138.
55. Ross, S., Smith, L., & Casey, J. (1997). Preventing early school failure: Impacts of Success for All on standardized test outcomes, minority group performance, and school effectiveness. Journal of Education for Students Placed at Risk, 2(1), 29-53.
56. Rowan, B., Camburn, E., & Barnes, C. (2004). Benefiting from comprehensive school reform: A review of research on CSR implementation. In C. Cross (Ed.), Putting the pieces together: Lessons from comprehensive school reform research (pp. 1-52). Washington, DC: National Clearinghouse for Comprehensive School Reform.
57. Rowan, B., Camburn, E. & Correnti, R. (2004). Using teacher logs to measure the enacted curriculum in large-scale surveys: Insights from the Study of Instructional Improvement. Elementary School Journal, 105, 75-102.
58. Rowan, B., Raudenbush, S., Correnti, R., Schilling, S., & Johnson, C. (2005, May). Studying "balance" in balanced literacy instruction: How different mixes of word analysis and text comprehension instruction affect first grade students reading achievement. Paper prepared for research seminar on learning from longitudinal data, National Center for Education Statistics, Washington, DC.
59. Slavin, R. E., Madden, N. A., Dolan, L. J., Wasik, B. A., Ross, S., Smith, L., et al. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1,41-76.
60. Stringfield, S., & Datnow, A. (1998). Scaling up school restructuring designs in urban schools. Education and Urban Society, 30(3), 269-276.
61. Supovitz, J., Taylor, B., & May, H. (2002). The impact of America's Choice on student performance in Duval County, Florida. Philadelphia: Consortium for Policy Research in Education,
62. Venezky, R. (1994). An evaluation of Success for All: Final report to the France and Merrick Foundations. Newark: University of Delaware, Department of Educational Studies.