Depending on the circumstance, the Every Student Succeeds Act (ESSA) requires or recommends schools implement evidence-based practices to improve student outcomes. To improve student literacy outcomes, many schools are starting to implement evidence-based literacy interventions within a Multi-tiered System of Support/Response to Intervention framework. Scholars and practitioners alike agree that this endeavor will likely require schools’ to think differently about literacy curriculum, teaching, and learning and change practices accordingly. To successfully do so, it is likely that a multidimensional, school-wide approach to instructional capacity building for implementing evidence-based literacy interventions will be needed. This instrumental single-case study used semi-structured interviews of select educators and the principal and observations of educators’ literacy instruction and professional learning to describe how an elementary school built instructional capacity for implementing evidence-based literacy interventions over four months. Findings revealed the school perceived its instructional capacity building process for implementing evidence-based literacy interventions as collaborative, ongoing, and student-centered. Analysis of findings led to the conclusion that enabling contexts, instructional relationships, and stage-based learning are important for the school’s efforts to build instructional capacity for implementing evidence-based literacy interventions.
|Commitee:||Green, Colin, Tate, Patricia|
|School:||The George Washington University|
|Department:||Curriculum & Instruction|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Reading instruction, Elementary education|
|Keywords:||Capacity building, Implementation, Instruction, Interventions, Literacy, Reading|
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