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The relationship between the introdu...

Schleizer, Shawn M. A.

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The relationship between the introduction of multiple interventions and academic progress for at-risk third- through sixth-grade students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between the introduction of multiple interventions and academic progress for at-risk third- through sixth-grade students./
Author:	Schleizer, Shawn M. A.
Description:	75 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3444347
ISBN:	9781124518558

The relationship between the introduction of multiple interventions and academic progress for at-risk third- through sixth-grade students.
Schleizer, Shawn M. A.

The relationship between the introduction of multiple interventions and academic progress for at-risk third- through sixth-grade students. - 75 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ed.D.)--National-Louis University, 2011.

Accelerating the acquisition of reading skills in at-risk third-through sixth-grade students is critically important if educators expect to meet federal and state performance targets and also meet children's needs. In an attempt to rapidly advance learning in reading, a large urban school district provided a group of 2,227 students performing below the 20th percentile on the Measures of Academic Progress (MAP) assessment between one and four evidence-based, research-based, or programmatic reading interventions during the 2008-2009 school year. Quantitative analyses of this reading intervention program provided limited evidence that it was effective at accelerating learning in reading for children in the intermediate grades. However, implications for school- and district-based instructional leadership, policy around allocation of resources, and practical problems attached to the call for data-driven decision making are discussed as well as suggestions for future research.

ISBN: 9781124518558Subjects--Topical Terms:

1035576
Education, Leadership.

The relationship between the introduction of multiple interventions and academic progress for at-risk third- through sixth-grade students.
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245 1 4 $a The relationship between the introduction of multiple interventions and academic progress for at-risk third- through sixth-grade students.
300 $a 75 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
500 $a Adviser: Jan Perney.
502 $a Thesis (Ed.D.)--National-Louis University, 2011.
520 $a Accelerating the acquisition of reading skills in at-risk third-through sixth-grade students is critically important if educators expect to meet federal and state performance targets and also meet children's needs. In an attempt to rapidly advance learning in reading, a large urban school district provided a group of 2,227 students performing below the 20th percentile on the Measures of Academic Progress (MAP) assessment between one and four evidence-based, research-based, or programmatic reading interventions during the 2008-2009 school year. Quantitative analyses of this reading intervention program provided limited evidence that it was effective at accelerating learning in reading for children in the intermediate grades. However, implications for school- and district-based instructional leadership, policy around allocation of resources, and practical problems attached to the call for data-driven decision making are discussed as well as suggestions for future research.
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650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Reading. $3 1017790
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710 2 $a National-Louis University. $b Adult & Continuing Education. $3 1680641
773 0 $t Dissertation Abstracts International $g 72-05A.
790 1 0 $a Perney, Jan, $e advisor
790 1 0 $a Weston, Norman $e committee member
790 1 0 $a Bates, Ann $e committee member
790 1 0 $a Gibson, Harrington $e committee member
790 $a 1180
791 $a Ed.D.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3444347