Ligas, M. (2002). Evaluation of Broward County Alliance of Quality Schools project. Journal of Education for Students Placed at Risk, 7(2), 117-139. Ligas explores the effects of their 5 year study of 1st to 5th grade at- risk students using Direct Instruction. The study participants were from Florida’s Broward County, Alliance elementary and middle school. The purpose of the study was to access if the use of the Direct Instruction (part of The Alliance of Quality Project) in the classroom would produce increased grades in the student’s reading scores. The study’s design was the time series design. The Alliance of Quality Schools model was used as an intervention prototype within the Broward County School District. The specific focus was on
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(2010). Improving elementary level mathematics achievement in a large urban district: The effects of Direct Instruction in the Baltimore City public school system. Journal of Direct Instruction, 10, 1-16. Stockard’s study seeks to determine if there is a change in the averages of mathematic scores of students in the Baltimore City Public School System (BDPSS). The study was mixed methods and the demographic makeup was 42% African American, 36% White and 22% other ethnic groups. The purpose of the study was to determine how much of an impact DI had on student improvement. Six elementary schools and 2 SFA(school function assessments)were participants and six elementary and 2 SFA schools not using DI were the control group. A higher level of achievement was shown by the first grade students where DI was used. This was measured by administering the Comprehensive Test of Basic Skills (CTBS) at the end of each school year. It was also found that the longer students were taught through the DI process the more grades increased than students in the schools not using DI. Ligas’s (2002) was by far the superior to the two studies. The article clearly stated the purpose and demographics were succinctly stated and broken down in percentage and by ethnic group. the percentage breakdown for each ethnic group. On the other hand, Stockard’s (2010) article was hard follow because it jumped from on the subject being discussed to another subject. Demographics were confused because some ethnic groups were counted together and not by one ethnic group. As an example, Asians and Native Americans or Hispanic and African American were grouped as one percentage. This left the reader to try wading through the charts to obtain the demographics. Another issue was the article said students in 1st through 5th participated, but yet only data from the first grade were given. The article was muddled and very hard to
(2010). Improving elementary level mathematics achievement in a large urban district: The effects of Direct Instruction in the Baltimore City public school system. Journal of Direct Instruction, 10, 1-16. Stockard’s study seeks to determine if there is a change in the averages of mathematic scores of students in the Baltimore City Public School System (BDPSS). The study was mixed methods and the demographic makeup was 42% African American, 36% White and 22% other ethnic groups. The purpose of the study was to determine how much of an impact DI had on student improvement. Six elementary schools and 2 SFA(school function assessments)were participants and six elementary and 2 SFA schools not using DI were the control group. A higher level of achievement was shown by the first grade students where DI was used. This was measured by administering the Comprehensive Test of Basic Skills (CTBS) at the end of each school year. It was also found that the longer students were taught through the DI process the more grades increased than students in the schools not using DI. Ligas’s (2002) was by far the superior to the two studies. The article clearly stated the purpose and demographics were succinctly stated and broken down in percentage and by ethnic group. the percentage breakdown for each ethnic group. On the other hand, Stockard’s (2010) article was hard follow because it jumped from on the subject being discussed to another subject. Demographics were confused because some ethnic groups were counted together and not by one ethnic group. As an example, Asians and Native Americans or Hispanic and African American were grouped as one percentage. This left the reader to try wading through the charts to obtain the demographics. Another issue was the article said students in 1st through 5th participated, but yet only data from the first grade were given. The article was muddled and very hard to