Providers located low performance within schools and targeted the instructional unit of teachers, materials, and students¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? External partners and probation managers located the problem of low performance within schools, at either the classroom or organizational level, and when targeting classroom capacity partners primarily focused on teachers while most also provided materials from assessments to lesson plans. → Kara Finnigan and Jennifer O'Day 2003

Evidence¶

Kara Finnigan and Jennifer O'Day 2003¶

Kara Finnigan and Jennifer O'Day, with the assistance of David Wakelyn. (2003). External Support to Schools on Probation: Getting a Leg Up? https://eric.ed.gov/?id=ED474395 doi:10.1037/e565292006-001

q2 · i? · qualitative · r2

From the study's provider strategies section: providers "locate the problem of low performance within the schools"; external partners primarily focus on teachers when targeting individual classroom capacity, and most partners provide some type of materials, from assessments to lesson plans. Few partners emphasize content knowledge and learning.

"External partners and probation managers locate the problem of low performance within the schools — either at the classroom or organizational level."

Discussion¶

Related Claims¶

• Organizational-level support targeted four areas: coordination and leadership, professional norms, monitoring of instruction and learning, and resources — related
• Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance — related
• Only 4 of 11 studied external partners had a comprehensive, research-based approach to literacy instruction — related
• Provider assistance to probation schools suffered from low intensity, poor communication among providers, and weak organizational change strategies — related