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LeeAnn M. Trusela and Noelle C. Griffin

Examining Teachers’ Experiences with the Adoption of Published Reading Programs at the Primary Grades: An Exploratory Study. LeeAnn M. Trusela and Noelle C. Griffin.

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LeeAnn M. Trusela and Noelle C. Griffin

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  1. Examining Teachers’ Experiences with the Adoption of Published Reading Programs at the Primary Grades: An Exploratory Study LeeAnn M. Trusela and Noelle C. Griffin UCLA Graduate School of Education & Information StudiesNational Center for Research on Evaluation,Standards, and Student Testing (CRESST) CRESST ConferenceLos Angeles, CASeptember 10, 2004

  2. CPDI Background • 4-year study • 2001-2002: UCOP/higher education collaboration, implemented through multiple providers developing different program models around core literacy content • 2002-2003: CPDIs coordinated with California’s AB466 legislation and aligned with state adopted English language arts instructional materials

  3. Evaluation Methodology/Overview • Focus on 2002-2003 evaluation data • Teachers involved in district-wide adoptions of published literacy programs • School-level interviews (n=45) with teachers drawn from sample of statewide CPDI participants • Observation of classroom instruction/implementation of adopted material programs

  4. Sample School Criteria • Curricular program adopted • Demographics • Similarity of make-up to other schools in district • Range of geographic regions represented • Range of student demographics and Academic Performance Index (API) scores

  5. Demographic Characteristics of Sample Schools

  6. General Trends/Findings • Ease/difficulty of implementation of individual program components • Patterns of program component use • Teacher feedback on classroom utility

  7. Difficulties Encountered in Program Implementation • Program pacing and scheduling • Use of prescribed supplemental program materials • Writing instruction component

  8. Ease of Implementation • Phonics and comprehension instruction • Navigation of core teachers’ guides

  9. Other Implementation Patterns • Program assessment use • Program supplementation

  10. Teacher Feedback: Program Utility and Accessibility to Students • Issues of adaptability for students working outside grade level (above/below benchmark) • Lack of breadth and and quality  supplementation to program materials

  11. Teacher Feedback: Program Utility and ELA Component Coverage • Most teacher feedback idiosyncratic based on unique classroom experience • Over 30% of teachers citing program writing components as most problematic

  12. Concerns Regarding Program Writing Components • Depth/breadth of materials • Organization • Developmental patterning • Assessment/guidance strategies

  13. Contextual Factors: Supports and Barriers to Implementation • Program adaptability to English learner (EL) instruction • Teacher beliefs/attitudes towards program adoption • Successes/failures of professional development process

  14. Program Adaptability to EL Instruction: Issues and Challenges • Varying student proficiency levels • Program pacing • Training/coverage of EL materials • Program content vs. teacher beliefs about EL instruction

  15. How Can Teacher Beliefs Impact Program Adoption & Implementation? • Issues of teacher “buy-in” and effects on implementation • District roles/policies in program adoption & consequent impact on implementation • Teacher attitudes toward program(s) in general & impact on practice

  16. Professional Development and Program Adoption: Successes and Areas for Improvement • Considerable overlap between areas teachers deemed lacking in training and areas of difficulty in implementation • Need for additional training/follow-up program support • Opportunities for practice • Opportunities for hands-on experience with program materials • Training with instructors who have used program materials in their own classrooms

  17. Discussion/Implications of Evaluation Findings • Research: • Investigate role of teacher beliefs in adoption & implementation of structured, published reading programs • School and district-level processes • Student achievement • Practice: • Quality of professional development training and follow-up/support • Applicability/accessibility for varying student needs & skill levels • Teacher beliefs • School culture

  18. www.cresst.org

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