Educators' views of implementing direct instruction curricula [electronic resource] : connections to students with disabilities /
Educators’ Views of Implementing Direct Instruction Curricula:
Connections to Students with Disabilities
The purpose of this study was to examine the process of the first year of implementation
of Direct Instruction curricula as seen through the eyes of the educators implementing it.
The study also attempted to determine if general educators’ knowledge and use of Direct
Instruction techniques while implementing a published curriculum would translate into
more effective practices toward students with disabilities in the general education
classroom. Seventeen teachers at a small rural elementary school were studied as they
implemented Direct Instruction curricula for the first time. The teachers used the
Reading Mastery, Corrective Reading and Language for Learning programs published by
SRA. Data collection consisted of interviews, classroom observations, document
analysis, and journaling. Qualitative methods were used for data collection and analysis.
The Attitude toward Inclusive Education Scale and the Teacher Efficacy Scale were also
used to corroborate the findings. The study found that teachers had overall negative
attitudes toward Direct Instruction for the following reasons: Direct Instruction stifled
teachers professionally, teachers were not fully informed about Direct Instruction before
implementation began, scheduling of Direct Instruction was disruptive, Direct Instruction
was inappropriate for use with certain students, and teachers felt devalued as
professionals. The first year of implementation of these language arts programs was
troubled by logistical problems and lack of clear demonstration of student achievement
gains. Overall, teachers showed no changes in efficacy beliefs or attitude toward
inclusive education. It was concluded that the reform of implementing Direct Instruction
to improve reading achievement test scores clashed with other previous and on-going
reforms: Whole Language and teacher empowerment through Site Based Management.
Further, it was judged to be unfortunate that the requirement that Direct Instruction take
place in relatively small homogeneous groups based on placement tests resulted in
students with disabilities being taught in less inclusive settings than usual.
School:West Virginia University
School Location:USA - West Virginia
Source Type:Master's Thesis
Keywords:direct instruction teachers language arts elementary students with disabilities
Date of Publication: