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Research-Based Instructional Program

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Submitted By tsickels02
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Research-based Instructional Program
Tommy Sickels
Jan 2012

Introduction School leaders and other officials responsible for evaluating programs and school activities were also interested in measuring work completed in educational research. Much of this work was conducted by school officials responsible for curriculum or was contracted out by a variety of reputable vendors. Program developers and curriculum specialist had the ability to verify good research programs available for their school systems. Researched based school programs has a variety if distinctive characteristics. Many of these characteristics would consist of the following research work explained as follows: The problem should be clearly stated, be limited, and have contemporary significance. The purpose, objectives, hypotheses, and specific questions should be presented concisely in the proposal. Important terms should be defined. (Wiles & Bondi, 2007) Given these elements that exist in research based instructional programs the discussion in this essay will be examining the implementation of Read 180 instructional programs. This program was selected because of its benefits students are evaluated on their reading and writing skills and its effective methods of using small groups and individual conferences. Read 180 also offers an alternative between offering whole-class l3ssons and mini-lessons for small groups. These efforts greatly increase the student’s ability to improve academic skills. (McLary, 2010)
Determining Factors for Research Based Instructional Program Curriculum specialists may also be asked to evaluate what constitutes good research as it may apply to their school system. The guidelines and questions listed will assist in this evaluation of instructional programs:

Is there a question an importance pertaining to school programs? Will the question include a better understanding of the subject matter? Will the question assist in any in decision making process for the school? Is the problem explained well even though there are limitations in the research area? Are the concepts reasonable and testable? (Wiles & Bondi, 2007) Frequently teachers may reach professional levels as they learn how research may be able to offer a degree of direction in the educational process that extends beyond their experience level. Educational researchers at the continent Research for Education and Learning (McREL) (1999) developed a number of common life skills that may be used to identify many of a school systems curriculum. (Wiles & Bondi, 2007) This has developed from about 116 educational standards from some 14 content areas which the research group was paying attention to four specific outcomes which included: thinking and reasoning, working with others, self-regulation, and life’s work. (Wiles & Bondi, 2007) Research can be conducted either externally or within the organization. Curriculum specialists ought to be able to identify sound research programs and have the ability to review research reports in a variety of settings. Sound research consists of a variety of unique characteristics. The characteristics could follow these research efforts: (Wiles & Bondi, 2007) Program or educational problems need to be clearly acknowledged and must be restricted, and finally they must have a degree of current significance. The reason, objectives, hypotheses, and detailed questions should be presented in brief in the program proposal. Mention of significant terms should be stated and clearly identified. (Wiles & Bondi, 2007) Furthermore, the understanding of what makes up sound research, curriculum developers and specialists are many times asked to evaluate certain research reports which may apply to their school districts.

Desired outcomes for Research Based Instructional Program In 1993, Orange County California schools were experiencing a very large dropout rate, as well as a very high truancy rate along with behavioral problems. They were discovering nearly all of the students had reading problems. This accounted for the large dropout rate and truancy rates. Additionally, the behavioral problems were high as well. After implementing the Read 180 program students' reading ability improved and the behavioral problems began to get better. Read 180 and their editors along with software engineers focus on designing the computer programs and reading materials in order that their would appeal to middle and high school aged students. The model is laid out specifically for good reason. If schools don't follow the model, it's not going to work

To help ensure success, Read 180, including an annual summer conference where teachers, administrators, and researchers can discuss the program implementation and share tips and success stories. What we're finding is that, surprisingly, there are a lot of kids who don't have the prerequisite skills. Another area of interest is providing more support to those students who are exiting the Read 180 classroom and reentering standard curriculum classes. (Crownover, 2010)
Importance of Research-Based Programs The program called Scholastic Read 180 is approved by the California Department of Education as a successful reading intervention program. It is meant to get students who have a hard time reading and comprehending stories to make a turnaround and improve those skills. The program uses a variety of audio, video and written assignments to that end. Read 180 program needs to identify kids who are struggling and help them as soon as possible. Students chosen for the program are the ones who tested far below the basic level on their reading skills. Many the students have learning disabilities. The program is meant for students who are two or more years behind in reading. The program was brought through the county's Special Education Local Plan Area organization and state Lottery proceeds. (Kabbany, 2010) Three elementary schools and all the district's middle and high schools launched the program in August. It may be expanded in the 2007-08 school year. High school-aged students in the program are expected to pass the California High School Exit Exam, which is required for graduation. Students enrolled in the program read paperback books that are part of the Read 180 curriculum. Throughout the class, students write in a journal and answer written quizzes about stories they read. They also work with an interactive computer software program, which creates games and quizzes around vocabulary words, themes and messages in the stories they read. (Kabbany, 2010) The computer program also prompts students, who are each given their own headsets, microphone and computers, to read aloud. The computer records the student, then plays the recording back, showing the pupil how many words he or she pronounced correctly. Sometimes students watch movies, and help them better understand settings, characters. Students enrolled in Read 180, which is longer than classes typically are, take it in place of English and an elective. But the students don't seem to mind they enjoy the learning process. These students were invisible in English language arts and trying not to raise their hand or talk aloud. (Kabbany, 2010) Software creates reports for the teachers to review. It shows how many assignments each student is completing and how they are performing in different categories, such as comprehension and spelling. Students perform well and teachers compliment them in front of the class. Many students appear not to be grasping a certain lesson. Students in the class said they love Read 180, and it's helping them with more than just English. With math and word problems it helps students read better and faster. (Kabbany, 2010) Research and publication remain the primary criteria used in promotion and tenure decisions, with far less importance still given to teaching and community service activities. Research examines how students think, how they learn. It also shows how they can effectively be taught. Although the findings about teaching and learning are most useful during the production and implementation stage, this information can affect the overall structure of a program. Reviewing research on curriculum design is necessary as to think through the design of a course or curriculum. This type of research provides a base on which to determine a number of design decisions. (Diamond, 2008)

References

Wiles, J., & Bondi, J. (2007) Curriculum development: A guide to practice (7th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. McLary, Rita (2010). Read 180 Routine Assessment. Scholastic, Teachers Come First. Retrieved Oct 2nd. 2010 from http://www2.scholastic.com/browse/lessonplan.jsp?id=184

Crownover, Ashley, (2010) Read 180 Turns it Around. Vanderbilt Peabody College. Retrieved Oct 2nd. 2010 from http://peabody.vanderbilt.edu/x8385.xml Kabbany, Jennifer (2010). Read 180 Helps Struggling Readers Turn Things Around. Retrieved Oct 4rd 2010 from http://www.nctimes.com/news/local/article_0d89f4eb-765a-5fe3-9d7f-bb161f5eec46.html Diamond, Robert M. (2008). Designing and Assessing Courses and Curricula: A Practical Guide. (3rd Edition). Josset-Bass. Copyright © 2008 by John Wiley & Sons, Inc.…...

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