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Quality school-wide reform efforts necessitate a thoughtful, well-informed, and sustained process that includes planning, implementation, and continuous improvement. The articles below describe school features that support effective instruction and provide examples of successful school-wide programs.
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By: National Association of School Psychologists (2004)
School psychologists are highly trained in both psychology and education to help children be successful academically, socially, and emotionally. Learn more about their role and the kinds of support and services they offer.
By: Partnership for Reading (2004)
School administrators have a critical leadership role to play in helping students become good readers. This article suggests seven key action steps on how principals and other administrators can create a school framework for success.
By: National Summer Learning Association (2004)
Research demonstrates that all students experience significant learning losses in procedural and factual knowledge during the summer months.
By: Richard Allington (2002)
This article by Richard Allington provides a clear-eyed view of what he believes matters most in teaching kids to read – effective and expert teachers.
By: Mark Stricherz (2001)
The National Association for Elementary School Principals has released a booklet on what principals should know and be able to do. Learn about their recommendations, including a focus on instructional leadership and six steps to raise test scores.
By: Laura Bush (2001)
Quality can look different in individual primary grade classrooms. However, there are certain characteristics of effective early reading programs that parents can look for in their children's classrooms. First Lady Laura Bush presents a list of these characteristics in this guide for parents.
By: International Reading Association (2000)
Every child deserves excellent reading teachers because teachers make a difference in children's reading achievement and motivation to read.
By: International Reading Association (2000)
Because reading specialists have advanced degrees in reading, they are in a position to prevent reading failure at their schools. This position statement describes the roles reading specialists can play in instruction, assessment, and school leadership.
By: New American Schools (2000)
Improving education requires a comprehensive approach to school reform. This overview describes the context of school reform efforts and outlines the steps necessary to implement such reform.
By: Learning First Alliance (2000)
For teachers to help more children learn to read, their own learning must be a valued and integral part of their work. Here are guidelines for the conditions for and content of effective professional development in reading.
By: Learning First Alliance (2000)
In order to adopt research-based practices for teaching reading, teachers must be supported with quality professional development that helps them develop an extensive knowledge and skills base. This guide, written by Learning First Alliance (an organization of twelve national education associations), calls for changes in the context, process, and content of professional development in reading.
By: Linda Butler (2000)
The NICHD Early Interventions Project was designed to increase reading achievement in nine low-performing schools in the District of Columbia. This article describes the experience of one researcher working with these schools, and makes recommendations for policymakers and administrators.
By: Holly Kreider, Ellen Mayer, and Peggy Vaughan (1999)
Good communication between parents and teachers has many benefits. When parents and teachers share information, children learn more and parents and teachers feel more supported. Good communication can help create positive feelings between teachers and parents.
By: Catherine Snow, Susan Burns, and Peg Griffin (1998)
Socioeconomic differences are conventionally indexed by such demographic variables as household income and parents' education and occupation, alone or in some weighted combination.
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