Browsing by Author "Grusenmeyer, Linda"
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Item Adolescent literacy: Reading to learn(2006-05-28T18:57:28Z) Grusenmeyer, LindaThis policy brief addresses growing evidence for a need to provide reading instruction to students beyond elementary school years. Adolescent literacy practices are not only helpful to struggling readers, but they also teach average students how to develop skill in understanding printed texts as their course requirements grow in difficulty. One method that is discussed, Reading Apprenticeship, involves content and subject area teachers modeling and coaching students in the types of reading used in their specific fields.Item Delaware Middle Schools Beating the Odds(Delaware Education Research & Development Center, 2010-07) Grusenmeyer, Linda; Fifield, Steve; Murphy, Aideen; Nian, Qinghua; Qian, XiaoyuThe investigation identified Delaware public and charter middle schools across the state which outperformed other Delaware middle schools with similar student demographic profiles. Teachers and administrators at six of these "Beating the Odds" schools and at six comparison middle schools were surveyed regarding their schools characteristics and practices. In a second phase of the study, principals, teachers and students from the six "Beating the Odds" schools were interviewed to determine what they believe accounts for their school’s success. The study found that significantly more educators from “Beating the Odds” schools agreed that 18 specific practices and beliefs were typical of their schools when compared to educators from comparison schools. Fourteen of these related to three domains: high expectations, data use, and collaboration. Also, the two samples of schools differed in the intensity of their responses. That is, “Beating the Odds” school respondents “strongly agreed” significantly more often than comparison school respondents to over 80% of the survey items. Twenty-six of these items fell under the domains of teacher role, leadership, district influence, and instructional support. Finally, while participants in on-site interviews described essential local differences, most of the middle schools that are "Beating the Odds" shared an organizational climate shaped by leadership that identified compelling educational approaches and brought educators, students and parents together around those approaches.Item Evaluation of Delaware's Reading First Initiative Year IV Report(Delaware Education Research & Development Center, 2007-06) Grusenmeyer, LindaItem Evaluation of Delaware's Reading First Initiative Year II Report- Revised(Delaware Education Research & Development Center, 2005-09) Noble, Audrey J.; Grusenmeyer, LindaItem Evaluation of Delaware's Reading First Initiative Year III Report (Revised)(Delaware Education Research & Development Center, 2006-08) Grusenmeyer, Linda"The evaluation of the State of Delaware's Reading First initiative focuses on the four major goals of the Reading First Program spelled out in Delaware's Reading First federal proposal. In Year III (2005-2006), evaluation activities focused on determining the program's impact at three levels: effects on students, effect on teachers and classrooms, and effects on the school system as a whole. The evaluation report describes all of these effects and is based on multiple sources and types of data."Item Evaluation of Delaware's Reading First Initiative-Year I Report(Delaware Education Research & Development Center, 2004-06) Noble, Audrey J.; Grusenmeyer, LindaItem Evaluation of Delaware's Reading First Initiative: Teachers' Use of SBRR Practices(Delaware Education Research & Development Center, 2006-03) Grusenmeyer, Linda; Sweetman, HeidiIn its application for the federal Reading First Grant, the Delaware Department of Education proposed the following questions to evaluate particular project goals. When combined with other components of the evaluation plan, these may provide a detailed look at the program’s impact at the student, classroom, and system levels. • Did Reading First classrooms implement high-quality scientifically based reading research programs that include instructional content based on the five essential components of reading? • Did Reading First classrooms implement instructional designs that include explicit instructional strategies, coordinated instructional sequences, ample practice opportunities, aligned student materials, ongoing assessment, small, flexible groups and dedicated blocks of reading time? • What changes in the teachers’ reading pedagogy are evident? What is the structure of the reading lesson? How is the classroom set up? How are students grouped?Item Evaluation of Delaware's State Improvement Grant Initiative - Year I- Outcome Evaluation Report(Delaware Education Research & Development Center, 2004-08) Stazesky, Pamela B.; Grusenmeyer, Linda; Shepperson, Barbara A.This project evaluates two major goals: improved literacy and reading skills for children with disabilities in preschool, kindergarten-3rd grade and 4th-12th; and all students with mild or moderate disabilities will gain access to, and progress in, the general curriculum. Since many of the activities were implemented for the first time in spring 2004, much of the data can be considered baseline.Item Evaluation of Delaware's State Improvement Grant Initiative Year II: Outcome Evaluation Report(Delaware Education Research & Development Center, 2005-06) Stazesky, Pamela B.; Shepperson, Barbara A.; Grusenmeyer, Linda; Scollon, Kelly L.The University of Delaware Research & Development Center is responsible for the outcome evaluation of the State of Delaware’s State Improvement Grant Initiative. The evaluation focuses on the two major goals of the State Improvement Grant taken directly from the Delaware State Improvement Grant federal proposal. Terms in parentheses ( ) reflect the evaluation focus of each goal.Item Evaluation Of Delaware’s Reading First Initiative Year V Report(Delaware Education Research & Development Center, 2008) Grusenmeyer, LindaThe University of Delaware Education Research & Development Center is responsible for the evaluation of the State of Delaware’s Reading First Initiative. The evaluation focuses on the four major goals of the Reading First Program taken directly from the Delaware Reading First federal proposal.Item Findings from the 2005 Delaware Educator Poll: What are kindergarten to third grade teachers' beliefs and practices regarding Scientifically Based Reading Research?(Delaware Education Research & Development Center, 2006-04) Grusenmeyer, Linda; Coffey, DebraThe centerpiece of education policy in America today, No Child Left Behind, has the federal Reading First program as its model for early literacy instruction. Within this context, the Delaware Department of Education faces the challenge of advising and guiding those districts struggling to make reading progress. Delaware’s Reading First (DE RF) proposes to effect widespread change through teacher training in Scientifically Based Reading Research (SBRR) practices. As part of the DE RF program evaluation, this Delaware Educator Poll examines the practices and beliefs of Delaware’s kindergarten to third grade teachers regarding SBRR and the literacy component of their teacher education and training.Item How Do Students Fare after Four Years in Delaware Reading First?(Delaware Education Research & Development Center, 2008) Grusenmeyer, Linda; Uribe-Zarain, XimenaThis study tracks the performance of a cohort of students enrolled in Delaware Reading First (DERF) schools for four years and describes the group’s reading growth and achievement. It also compares third grade achievement scores of these four year students with test scores of students with only one year in the program. Data for this study was gathered in the first four years of DERF’s five year implementation to answer questions regarding the program’s impact on student reading achievement: 1. Have children in DERF classrooms made significant improvement in their reading performance? 2. How does the number of years students spend in a DERF school relate to their achievement?Item DE Reading First students' motivation and opportunity to read: Student survey results(Delaware Education Research & Development Center, 2007-04-08T19:29:42Z) Grusenmeyer, Linda; Uribe-Zarain, XimenaThis study surveyed and compared reading motivation and reading behaviors of first, second, and third graders in Delaware Reading First (DERF) schools with that of similarly aged students in comparison schools and a national sample. Data for this study was gathered in the fourth year of DERF’s five year implementation and was used to answer broader questions of the program’s impact on students: Do Reading First students read more frequently? Are they more positively disposed toward reading?Item A Study of Early Implementation: Reading is Fundamental in Two Delaware High Schools(Delaware Education Research & Development Center, 2005-10) Noble, Audrey J.; Grusenmeyer, Linda; Raimey, Bonnie; Blamey, KatrinItem Teacher Knowledge of Literacy Content: Evaluation of Delaware Reading First(Delaware Education Research & Development Center, 2008-04) Ackerman, Cheryl M.; Grusenmeyer, Linda; Nian, Qinghua; Qiao, XiaofenIn 2003, to improve the reading achievement of its kindergarten to third grade children, Delaware launched a five year, federally funded initiative called Delaware Reading First (DERF). A central component of the multi-faceted project was teacher training and professional development in Scientifically Based Reading Research (SBRR) practices. Program resources were directed each year toward teacher improvement goals, beginning with mandatory summer training institutes prior to Years 1 and 2 for all kindergarten to third grade general education, special education, and instructional support teachers in schools receiving DERF funding. As part of a five-year DERF program evaluation, this technical report examines teachers’ changes in literacy-related content knowledge, their sense of self-efficacy as reading teachers, and their perceptions and beliefs about early literacy instruction. Findings presented here are based on the analysis of two data sets. The first is a baseline set of 175 surveys from summer 2003 and the second includes 202 surveys of DERF k-3 grade teachers from fall 2007. In addition, a subset of 48 teachers’ with both baseline (summer 2003) surveys and year 5 (2007) responses was used for pre-post analysis.Item Technology & Engineering in Delaware’s K-12 EducationGrusenmeyer, LindaDelaware’s history is rich with innovations in science, technology, and engineering. Will the same be true about its future? This policy brief examines the current national debate surrounding K-12 technology and engineering education and suggests some considerations for Delaware’s policy makers.