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2 results

  • 6 - School Improvement by Design

  • Edited by Colleen McLaughlin, University of Cambridge, Alan Ruby, University of Pennsylvania
  • Book:
    Implementing Educational Reform
    Published online:
    19 November 2021
    Print publication:
    25 November 2021, pp 105-126

  • Summary

    This chapter examines six externally developed ‘Instructional Improvement Programmes’ in the United States which have been subjects of a sustained programme of intervention studies. All six programmes sought to change instructional practice in both English Language Arts and mathematics and were adopted by schools both as a result of government incentives and normal ‘market’ processes. All six were externally evaluated by carefully measuring patterns of instructional practice and student achievement in order to assess the extent to which the programmes succeeded in changing teaching and improving student learning. Some programmes changed teaching and improved student learning, some changed teaching but did not improve student learning and some programmes did not change teaching or improve student learning. One proposition drawn from these evaluations is that successful external programmes of instructional improvement have well-specified designs for instruction and provide strong pressures and supports to encourage faithful implementation of these instructional designs in classrooms.

  • Chapter 23 - The Use of Evidence-Based Programs and Quality Child Care

  • from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
  • Edited by Barbara Kelly, University of Strathclyde, Daniel F. Perkins, Pennsylvania State University
  • Book:
    Handbook of Implementation Science for Psychology in Education
    Published online:
    05 November 2012
    Print publication:
    20 August 2012, pp 392-402

  • Summary

    This chapter describes two related prevention interventions aimed at middle school youth that focus on an important developmental context: out-of-school or leisure time. It discusses the importance of leisure to academic success and healthy adolescent development. The chapter also defines leisure education, and describes two school-based leisure education programs. Leisure is considered to be one of the more 'free' contexts in a person's life and contains a number of health-promoting characteristics. There are two major ways leisure can contribute to educational attainment: by influencing academic achievement at school and through informal learning that occurs outside the traditional classroom. It is important to pursue cultural issues regarding leisure and leisure education for different groups. The chapter discusses the issue of implementation fidelity related to leisure education programs. It highlights that any school-based program that is out of the ordinary should be given careful attention with regard to support of teachers.