Teachers reported pacing demands, student struggles with rigor, and technology impediments as factors hindering ERWC implementation¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Open-ended survey responses identified pacing, student difficulty with the course's rigor, and technology impediments as hindering implementation. → Anthony B. Fong 2015

Evidence¶

Anthony B. Fong 2015¶

Anthony B. Fong, Neal D. Finkelstein, Laura M. Jaeger, Rebeca Diaz, Marie E. Broek. (2015). Evaluation of the Expository Reading and Writing Course: Findings from the Investing in Innovation Development Grant. WestEd. https://eric.ed.gov/?id=ED559522

q1 · i? · qualitative · r1

Exploratory analysis of open-ended responses from teacher and coach data-collection instruments, intended to provide context and shape future research. The report states "teachers commonly reported struggles in being able to sustain the pace" needed to complete 8 modules.

"Among the findings from this exploratory research are factors that were identified as hindering implementation of the curriculum. For instance, teachers commonly reported struggles in being able to sustain the pace that would be needed for them to complete at least 8 modules during the course of a school year."

Discussion¶

Related Claims¶

• The vast grade 11 and 12 syllabus and time demands of KCLS are a prominent implementation barrier — related
• Competing priorities for instructional time (environmental context) was the most salient barrier to teachers' implementation of a supplemental language curriculum — related
• Only 17.9 percent of study ERWC teachers taught at least 8 modules with fidelity under the strand criterion, versus 62.5 percent under an activity-count criterion — related
• The cost analysis suggests the ERWC is a modest investment whose upfront development and training costs become insignificant over time — related
• Teachers reported that insufficient instructional minutes during the school year prevented them from teaching all required ERWC modules with fidelity — related
• Teachers least often taught the aspects of the ERWC curriculum associated with writing and metacognition — related
• Qualitative interviews identify prior coding interest, time resources, course pacing, and financial constraints as key experiential factors shaping LC101 persistence — related
• Teachers viewed district pacing calendars and standardized assessments as impediments when they pressured rushing through material regardless of mastery — related