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This paper is a study of the Success for All (SFA) reading program in a New York City elementary school. In particular, the study investigates if SFA has been implemented as advocated by its developers. The study investigates whether SFA's designers achieved their goals, provides a critical analysis of the program, and conducts a survey of attitudes among teachers who were asked to implement SFA in the school. Findings revealed that the program's protocols, as designed by the developers, were only partially implemented. Standardized achievement test scores for children in all grades in the school investigated did increase in the 3 years SFA has been used. However, because SFA's prescriptive nature controls teaching methods, children's learning experiences, and curriculum content, some teachers were found to be less than positive in their attitudes toward the program. (Contains 11 references.) (Author/PM)

Descriptors: Elementary Education, Program Implementation, Reading Achievement, Reading Instruction, Reading Programs, Scores, Teacher Attitudes, Teacher Surveys











Autor: Torres-Rico, Elsie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4321&id=ED465191







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