Download slides and handout: educationnorthwest.org/aera14 · Download slides and handout: ......
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Download slides and handout: educationnorthwest.org/aera14
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© 2014 Education Northwest
Patterns in the Implementation of Instruction To Support English Learners in
the Mainstream Classroom The Example of Project GLAD®
April 4, 2014 American Evaluation Research Association Annual Meeting
Theresa Deussen, Kari Nelsestuen, Elizabeth Autio
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Content and Language
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Project GLAD® components
Component # Strategies Purpose Readiness and motivation
7 Establish behavior norms Build student interest
Input 6 Teach content using oral and visual strategies
Guided oral practice
9 Repeated exposure to vocabulary Practice complex sentences
Reading and writing
11 Support reading of grade-level text Scaffold writing
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What Does Project GLAD® Look Like in the Classrooms?
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Measuring implementation
Some programs Project GLAD®
Many strategies
Adaptable
Flexible
Teacher judgment
No set implementation guidelines
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Frequency and Fidelity
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10
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Treatment Control Used
Project GLAD Used
Project GLAD Used something
similar Year 1 97% 5% 9%
Project GLAD ® was used in treatment classrooms, but rarely in control classrooms
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Frequency and fidelity of implementation varied among teachers
Mean Range Mean number of strategies/week 12.5 0-22 Average fidelity rating 69% 19%-100%
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Reading and writing strategies were used less frequently than expected
Expected frequency
Reported frequency
Difference
Readiness/motivation 19% 24% +5 Guided oral practice 17% 17% 0 Input 25% 32% +7 Reading and writing 30% 18% -12
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Implementation supports
Training Coaching Collaboration Buy-in
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Implementation challenges
Preparation time Class time
Confidence Materials
Match with students
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Factors affecting implementation Does it make it easy for teachers to implement?
Yes No Ongoing X Collective participation X X Explicit protocols for team work X Focus on solutions, not activities X Coherence X X
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So What?
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Measure ELs Non-ELs Vocabulary .21~ .04 Comprehension .24~ .04 Writing: Ideas .32* .21~ Writing: Organization .27~ .13
Year 1 outcomes
Outcomes in science, other aspects of writing, and most outcomes for non-ELs were not significant
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? Is higher implementation related to higher outcomes?
? What would increase literacy effects?
? Is universally high implementation possible?
? What supports would it take?
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For more information http://projectgladstudy.educationnorthwest.org
Thanks to our funders The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100583
to Education Northwest. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S.
Department of Education.