Comprehensive school reform: An observational study of teaching in grades 3 through 5

Mary McCaslin, Thomas L. Good, Sharon Nichols, Jizhi Zhang, Caroline R.H. Wiley, Amanda Rabidue Bozack, Heidi Legg Burross, Rena Cuizon-Garcia

Research output: Contribution to journalArticlepeer-review

19 Scopus citations

Abstract

This observational study involved literacy and mathematics instruction of 145 teachers in grades 3 through 5 in 20 low-income schools enrolled in the U.S. government's Comprehensive School Reform (CSR) Demonstration program. Observed curriculum and instructional practices were primarily and coherently focused on acquisition of basic facts and skills and related elaborations and thinking. With few exceptions, students were on task and productive and teacher-student relationships were friendly and mutually supportive. Observations were compared with normative teaching practices. This comparison supported the conclusion that instruction in CSR classrooms did not differ from instruction typically observed in elementary school. Recommendations for enhancing normative practice within the constraints of modern school reform are made.

Original languageEnglish (US)
Pages (from-to)313-331
Number of pages19
JournalElementary School Journal
Volume106
Issue number4
DOIs
StatePublished - Mar 1 2006

ASJC Scopus subject areas

  • Education

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