1.
Outcome Evidence:
• Did
the research/article examine programs that address specific factors
that are pertinent to your school's need(s)?
• What outcomes were measured in the study?
• Were the outcomes meaningful (relevant and large enough) to
you and/or others in your district?
• Who was included in this study?
• Is it probable that other factors explain the results?
• Was the study done in a school or setting similar to mine?
The study indicated a positive impact on a spelling
aceivement.
The study examined the effect of the intervention on student
spelling scores.
It didn't show the impact on a larger group—the
study only assessed the outcomes for eight students.
But, this doesn't translate to math scores.
2.
Historical Origins:
• Who
developed the intervention?
• Why was it developed?
The study didn't say much about who developed the intervention.
We need to learn more about its purpose, and the various classroom
situations in which it was used.
3.
Pervasiveness:
• How
widely used is this intervention/program?
The study notes that "large scale research and evaluation
by school districts" indicates this is working well . . . but
I might learn more specifics by looking for insight via a listserv.
4.
Fiscal Costs:
• Is
the program/intervention financially feasible?
The study doesn't mention costs, but there may be some expense
to train educators. Once we identify educators who have used the approach,
this is a question to ask.
5.
Personnel/Staffing Implications:
• Does
the program require new staff to be hired or will staff responsibilities
need to be reallocated?
The article doesn't provide very much information about which types
of pairing arrangements work best, and how the program could best
be modified for our classrooms.
6.
Flexibility:
• Is
the program highly prescriptive or can it be modified without threatening
program integrity?
It's still a good idea to obtain additional information about which
types of pairing arrangements work best, and how the program could
best be modified for our classrooms.
7.
External support: (If applicable)
• What
type of external support is available from the developers of the program?
The article doesn't address external support, but it would be useful
to discuss the possibility with the Curriculum Coordinator at our
school. We could also contact some of the researchers who have studied
the intervention to see if they would be available to consult.
