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Educational Research for Policy and Practice

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13.02.2015 | Original Paper

Implementing scientific-based research: learning from the history of the reading first program

verfasst von: Shereeza Mohammed, David A. Walker, Greg Conderman, John Pasapia

Erschienen in: Educational Research for Policy and Practice | Ausgabe 1/2016

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Abstract

The No Child Left Behind Act requires that educators at all grade levels use Scientifically Based Research (SBR) instructional practices. Researchers constructed a literature-based model to examine the predictive relationship between a state’s comprehensiveness of planned implementation and its capacity to implement the plan. An approach comprised survey research, and content analysis was employed to test the model and determine factors predicting SBR implementation. Findings indicated that cross functional linkages, consequential loss of funding, and inter-organizational partnerships were predictors of the comprehensiveness of implementation.

Vorheriger Artikel High school teachers’ perspectives on the English language arts Common Core State Standards: an exploratory study

Nächster Artikel Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

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Titel: Implementing scientific-based research: learning from the history of the reading first program
verfasst von: Shereeza Mohammed
David A. Walker
Greg Conderman
John Pasapia
Publikationsdatum: 13.02.2015
Verlag: Springer Netherlands
Erschienen in: Educational Research for Policy and Practice / Ausgabe 1/2016
Print ISSN: 1570-2081
Elektronische ISSN: 1573-1723
DOI: https://doi.org/10.1007/s10671-015-9173-4

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