Educators' views of implementing direct instruction curricula [electronic resource] : connections to students with disabilities /

by Wilson, Brenda T.

Educators’ Views of Implementing Direct Instruction Curricula: Connections to Students with Disabilities Brenda Wilson 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.