Examining the Effect of an Interdisciplinary Literacy Program on Student Learning
Bibliographic Data
| ID | 10858550 |
|---|---|
| Authors | Jia Wang (0000-0003-1916-5086), Wang Jia (0000-0003-1140-3908, Charles R. Drew University of Medicine and Science, corresponding author), Joan L Herman (0000-0002-1677-7151, Charles R. Drew University of Medicine and Science), Seth Leon (0009-0008-9317-8372, University of California, Los Angeles), Scott Epstein, Scott K Epstein (University of California, Los Angeles) |
| Year | 2022 |
| Volume | 54 |
| Issue | 2 |
| Pages | 303-317 |
| Publication date | 2022-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Urban Review (JOURNAL) |
| Journal identifiers | ISSN: 0042-0972 • E-ISSN: 1573-1960 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11256-021-00610-5 |
| OpenAlex | W3171237333 |
| Language | EN |
| References cited | 19 |
The literacy design collaborative (LDC) was created to support teachers in implementing college and career readiness standards. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across content areas. The current paper reports on early student academic outcome results from a multi-year mixed methods study of the implementation and effect of LDC using a quasi-experimental design, as implemented in one large urban school district. We found LDC had statistically significant effects on Cohort 2 middle school students’ English language arts (ELA) performance, an effect size of (d = 0.15) for students receiving LDC instruction in the three core content areas LDC focuses on: ELA, science, and social studies/history
Curriculum · Language arts · Literacy · Mathematics education · Medical education · Pedagogy · Literacy, Media, and Education · Medicine · Psychology · Reading and Literacy Development · Teacher Education and Leadership Studies
| Highly cited | No |
|---|