An Evaluation of Innovation Concerning Differentiated Teaching of Initial Reading Based on Stake's "Countenance Model.".

Appelhof, Pieter

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ313048

Record Type: Journal

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

An Evaluation of Innovation Concerning Differentiated Teaching of Initial Reading Based on Stake's "Countenance Model."

Appelhof, Pieter

Studies in Educational Evaluation, v10 n3 p323-27 1984

This article overviews a summative evaluation of the School Advisory Center's innovative initial reading curriculum program from 1972 to 1978 in Utrecht, The Netherlands. The evaluation design used was Stake's "countenance model" with description and observation matrices. Reading achievement results were disappointing and were attributed to teacher emphasis on organizational activities. (BS)

Descriptors: Beginning Reading, Class Organization, Course Organization, Evaluation Methods, Foreign Countries, Grade 1, Inservice Teacher Education, Instructional Innovation, Models, Primary Education, Reading Achievement, Reading Instruction, Summative Evaluation, Teaching Methods

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Netherlands

Grant or Contract Numbers: N/A

Author Affiliations: N/A