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Reading in the Classroom: Systems for the Observation of Teaching and Learningby Kerri L. Briggs
Synopses & Reviews
The best way to pinpoint what works and doesn't work in reading instruction is classroom observation — and this text will help educational stakeholders choose from available observation systems or design their own system. Each of the nine field-tested systems discussed has a different focus, such as assessing the effectiveness of early reading instruction for English language learners, assessing and improving the writing performance of students who struggle, and reviewing school-wide literacy outcomes and determining professional development needs. Each chapter explores the system's development; details its field testing, reliability, and validity; examines its strengths and limitations; and may include the actual tool discussed. With this invaluable book, researchers, teachers, and decision-makers will explore observational systems that give them the best possible understanding of which approaches to reading instruction are working — and what kind of work still needs to be done.
This textbook helps schools choose the best systems for assessing outcomes and pinpointing methods that aren't working ? goals that are more important than ever in light of No Child Left Behind's focus on improving school performance and implementing stat
As illustrated by Reading First and other reading initiatives, policymakers and educators are very interested in raising children's literacy rates and ensuring high classroom standards. Classroom observation is one effective method to monitor progress, explain outcomes, and determine best practices for reading instruction. Reading in the Classroom provides detailed discussions of the most current and representative classroom reading observation systems used throughout the United States. <BR>This book will aid researchers, policy makers, and curriculum developers in evaluating our current educational system with respect to literacy instruction. The chapters cover a broad range of tools, all of which are specific, field-tested, and reliable. These tools were developed to study a variety of research questions, such as the effectiveness of statewide reading initiatives, the increased incidence of culturally diverse students with learning disabilities, effective teaching strategies for English language learners, methods to record the writing performance of at-risk students, ethnographic classroom observations, and ecobehavioral assessment and analysis strategies.
About the Author
Kerri L. Briggs, Ph.D., is Special Assistant to the Assistant Secretary for Elementary and Secondary Education at the U.S. Department of Education. In this capacity, Dr. Briggs contributes to the implementation of efforts associated with the No Child Left Behind Act of 2001 (PL 107-110). Prior to that, she was Director of Evaluation at the Texas Center for Reading and Language Arts at The University of Texas. She has co-authored several journal articles and book chapters about reading, school-based management, leadership, and charter schools.
Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Health and Human Development (NICHD), Early Interventions for Children with Reading Problems. In addition to many chapters and journal articles on topics related to language and reading development, she is the editor of Reading Acquisition: Cultural Constraints and Cognitive Universals (Lawrence Erlbaum Associates, 1986). She is on the editorial board of Journal of Learning Disabilities and has guest edited special issues of Scientific Studies of Reading, Linguistics and Education and Journal of Learning Disabilities. Dr. Foorman has been actively involved in outreach to the schools and to the general public, having chaired Houston Independent School District's Committee on a Balanced Approach to Reading and having testified before the California and Texas legislatures and the Texas Board of Education Long-Range Planning Committee. Dr. Foorman is also a member of the National Academy of Sciences' Committee on the Prevention of Reading Difficulties in Young Children, the board of the Society for the Scientific Study of Reading, the Consortium on Reading Excellence (CORE), and several local reading efforts.
In addition to his work at the Instructional Research Group, Dr. Gersten is also a professor emeritus in the College of Education at the University of Oregon. He is the director of the Math Strand for the Center on Instruction, the director of research for the Regional Educational Laboratory-South West, and the principal investigator for several What Works Clearinghouse projects. As Project Director of the Teacher Quality Distribution and Measurement Study, Dr. Gersten is currently working with a team of researchers from Harvard University to revise a mathematics observation measure that will be used to determine the effect of professional development on teachers' mathematics instruction. He is also a coauthor of a mathematics screening and progress monitoring measure for kindergarten and first-grade students that is in press. His main areas of expertise include evaluation methodology and instructional research on students with learning disabilities, mathematics, and reading comprehension. Dr. Gersten has conducted numerous randomized trials, many of which have been published in major scientific journals in the field. He has either directed or codirected 42 applied research grants addressing a wide array of issues in education and has been a recipient of many federal and nonfederal grants (more than $20 million). He has advised on a variety of reading and mathematics projects using randomized trials in education settings and has written extensively about the importance of randomized trials in special education research. In 2002, Dr. Gersten received the Distinguished Special Education Researcher Award from the American Educational Research Association's Special Education Research Division. He served as a member of the National Mathematics Advisory Panel, a Presidential committee to develop researchbased policy in mathematics for American schools. Dr. Gersten also chaired the Panel that developed A Practice Guide on Response to Intervention in Mathema
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