Development of a model for technical assistance in a university-school partnership to improve the reading and writing of low achieving junior high school students /
| Main Author: | |
|---|---|
| Other Authors: | , , , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1988.
|
| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | This dissertation's conceptual framework is grounded in the context of eight models of collaboration developed from the literature: pre-operational; structural; holistic; biological; affective stage; cooperative extension; systems; and operational. The author's typology found collaboration practiced in nine distinct ways. The research design has three phases: description (organizational history and policy analysis of a school/university collaboration); prescription (management plan and specification model); and a test of two models for suitability (Levine, 1980 and Joyce, 1985). From 1984-1987, the Meadows Foundation funded the Bryan Independent School District and Texas A&M University Multiethnic Reading/Language Arts Program. Dr. Donna E. Norton was principal investigator. In one year, students with the lowest five percent of achievement in fifth through eighth grades improved reading an average of 1.7 grade levels; writing by 1.6; and progress was sustained. Most students were Black or Hispanic, retained at least once, had low SES status, and IQ means in the 70s. Dr. James F. McNamara led a third-party evaluation and a research team finding key elements for program success: inservice training; classroom monitoring/teacher assessment; sufficient resource materials; student and teacher selection; financial support; district-approved evaluation plan; teacher forum; administrative advocacy; student involvement; and school/university collaboration. Elements of teaching strategy include: planning, teaching, managing, and sharing. Essential administrative elements include: recognition of low achievers' needs; belief that multiethnic reading/language arts program will meet these needs; two years minimally of dedicated resources; understanding of incremental, cumulative progress; evaluation plan to document student progress, teacher effectiveness, and program efficiency with communication of results to all constituencies. The author's specification model has four attributes: project-based teaching and research; inservice training focus; interactive and interdisciplinary; and school/university colleagues jointly setting goals. Levine's (1980) and Joyce's (1985) models are valued as promoters of simple, direct analysis. Recommendations include: continued use; community representation; sufficient resource materials; teacher selection/training; and altered student selection. Future research suggestions include exploring for different effects with direct funding, increased parental involvement, teachers with more positive attitudes, or in other school and university contexts. |
|---|---|
| Item Description: | Typescript (photocopy). Vita. "Major subject: Educational Psychology." |
| Physical Description: | xii, 181 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 163-175). |