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Measuring Implementation of a Structured Educational Model in an Urban School District: An Observational Approach

Gersten, R.; Carnine, D.; Williams, P.
This article analyzes the implementation of the Direct Instruction model in a large urban school district and how that affected student performance. The Direct Instruction model was implemented in 10 kindergarten and 11 first grade Follow Through classrooms. The extent of implementation was measured by analyzing the stages of implementation and examining the relationship between teacher performance, defined by the instruction model, and the students’ academic progress. Assessing the extent of implementation was primarily done through observation of teacher and student behavior in classrooms using the direct instruction supervision code. The study suggested teachers and aides should be observed at a minimum of four times in one week before stable evaluations of their performance can be obtained. Additionally there should be a systematic sampling of student ability groups. The authors also addressed the relationship between DISC scores and student achievement. They concluded there is some relationship between DISC variables and students’ performance on standardized reading tests. Additionally the authors speculated that variables of the DISC code could be relevant to for other compensatory education models. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Implementation Support
Direct Instruction, Project Follow Through, direct instruction supervision code, Distar, Comprehensive Test of Basic Skills
Educational Evaluation and Policy Analysis
Design type:
Implementation study
Fidelity monitored:
Students included:
Kindergarten students, first grade students
Other tags:
Direct Instruction, Project Follow Through, direct instruction supervision code, Distar, Comprehensive Test of Basic Skills
Urban school district

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