Success for All: Professor Slavin and the Improvement of Evidence-Based Schools and Its Enlightenment to China
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Published
May 28, 2021
Abstract
Success for All (SFA) is a school improvement project promoted by the team of Professor Robert Slavin of Johns Hopkins University. This paper reviewed the development process of SFA and analyzed its characteristics. By comparing with China’s “New Basic Education” project, we summarized the reference value of SFA for China, and further discussed the possible path of China’s evidence-based school improvement.
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Keywords
Robert Edward Slavin, Success for All, Evidence-Based School Improvement, Enlightenment to China
References
Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2002). Comprehensive school reform and student achievement. A Meta-Analysis. John Hopkins University, Baltimore. https://medicine.yale.edu/childstudy/research/Images/Borman%20meta-analysis_tcm943-22549.pdf
Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73(2):125-230. DOI: https://doi.org/10.3102/00346543073002125
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
Calderón, M., Hertz-Lazarowitz, R., & Slavin, R. (1998). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. The Elementary School Journal, 99(2):153-165. DOI: https://doi.org/10.1086/461920
Chambers, B., Abrami, P.C., Tucker, B.J., Slavin, R.E., Madden, N.A., Cheung, A., & Gifford, R. (2005a). Computer-assisted tutoring in Success for All: Reading outcomes for first graders. https://www1.successforall.org/wp-content/uploads/2016/02/Computer_Tutor_11_20_05.pdf
Chambers, B., Cheung, A., Madden, N., Slavin, R., & Gifford, R. (2007). Embedded multimedia: Using video to enhance reading outcomes in Success for All. In Effective Instruction for Struggling Readers K-6 (pp.37-54). Teachers College Press.
Chambers, B., Slavin, R.E., Madden, N.A., Cheung, A., & Gifford, R. (2005b). Enhancing Success for All for Hispanic students: Effects on beginning reading achievement. Success for All Foundation. https://files.eric.ed.gov/fulltext/ED485350.pdf
Cheung, A., & Slavin, R.E. (2005). Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal, 29(2):241-267. DOI: https://doi.org/10.1080/15235882.2005.10162835
Cheung, A.C., & Slavin, R.E. (2016). How methodological features affect effect sizes in education. Educational Researcher, 45(5):283-292. DOI: https://doi.org/10.3102/0013189X16656615
Evertson, C.M., Emmer, E.T., & Worsham, M.E. (2003). Classroom management for elementary teachers (6th Edition). Boston: Allyn and Bacon.
Feng, B., & Xiang, S. (2018). A Review of China’s New Basic Education Research in the Past Fifteen Years: Based on the Statistical Analysis of China HowNet. Journal of Shanghai Educational Research, 37(10):5-10. [Chinese] DOI: https://doi.org/10.16194/j.cnki.31-1059/g4.2018.10.002
Gutierrez, R., & Slavin, R.E. (1992). Achievement effects of the nongraded elementary school: A best evidence synthesis. Review of Educational Research, 62(4):333-376. DOI: https://doi.org/10.3102/00346543062004333
Liu, D. (2003). The voice of the times of China’s basic education reform—Lan Ye’s thoughts on basic education reform. Educational Science Research, 14(6):9-12. https://www.cnki.com.cn/Article/CJFD2003-JYKY200306002.htm
Perry, N.E., Walton, C., & Calder, K. (1999). Teachers developing assessments of early literacy: A community of practice project. Teacher Education and Special Education, 22(4):218-233. DOI: https://doi.org/10.1177/088840649902200404
Pinnell, G.S., DeFord, D.E., & Lyons, C.A. (1988). Reading Recovery: Early intervention for at-risk first graders. Arlington, VA: Education Research Services, pp. 84.
Pinnell, G.S., Lyons, C.A., DeFord, D.E., Bryk, A.S., & Seltzer, M. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, 29(1):8- 39. DOI: https://doi.org/10.2307/747736
Ross, S.M., Nunnery, J. & Smith, L.J. (1996). Evaluation of Title I Reading Programs: Amphitheater Public Schools, Year 1: 1995–96, Memphis: University of Memphis, Center for Research in Educational Policy.
Slavin, R.E. (1987). Ability grouping in elementary schools: Do we really know nothing until we know everything? Review of Educational Research, 57(3):347-350. DOI: https://doi.org/10.3102/00346543057003347
Slavin, R.E. (2007). Comprehensive School Reform. Success for All Foundation. Retrieved May 25, from https://www.successforall.org/wp-content/uploads/2016/02/Comprehensive-School-Reform.pdf
Slavin, R.E. (2013). Overcoming the four barriers to evidence-based education. Education Week, 32(29):24. https://www1.successforall.org/wp-content/uploads/2016/02/Overcoming-Four -Barriers-to-Evidence-Based-Education-Education-Week.pdf
Slavin, R.E., & Madden, N.A. (1999). Success for All/Roots & Wings. Summary of Research on Achievement Outcomes. https://files.eric.ed.gov/fulltext/ED438363.pdf
Ye, L. (1999). “New Basic Education” Exploratory Research Report Collection, Shanghai: Shanghai Sanlian Bookstore, pp. 18-21.
Zhang, Q. (2007). Follow evidence-based principles to formulate education policies. Journal of the Chinese Society of Education, 28(7):11-15. https://www.cnki.com.cn/Article/CJFDTotal-ZJYX200707005.htm
Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73(2):125-230. DOI: https://doi.org/10.3102/00346543073002125
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
Calderón, M., Hertz-Lazarowitz, R., & Slavin, R. (1998). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. The Elementary School Journal, 99(2):153-165. DOI: https://doi.org/10.1086/461920
Chambers, B., Abrami, P.C., Tucker, B.J., Slavin, R.E., Madden, N.A., Cheung, A., & Gifford, R. (2005a). Computer-assisted tutoring in Success for All: Reading outcomes for first graders. https://www1.successforall.org/wp-content/uploads/2016/02/Computer_Tutor_11_20_05.pdf
Chambers, B., Cheung, A., Madden, N., Slavin, R., & Gifford, R. (2007). Embedded multimedia: Using video to enhance reading outcomes in Success for All. In Effective Instruction for Struggling Readers K-6 (pp.37-54). Teachers College Press.
Chambers, B., Slavin, R.E., Madden, N.A., Cheung, A., & Gifford, R. (2005b). Enhancing Success for All for Hispanic students: Effects on beginning reading achievement. Success for All Foundation. https://files.eric.ed.gov/fulltext/ED485350.pdf
Cheung, A., & Slavin, R.E. (2005). Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal, 29(2):241-267. DOI: https://doi.org/10.1080/15235882.2005.10162835
Cheung, A.C., & Slavin, R.E. (2016). How methodological features affect effect sizes in education. Educational Researcher, 45(5):283-292. DOI: https://doi.org/10.3102/0013189X16656615
Evertson, C.M., Emmer, E.T., & Worsham, M.E. (2003). Classroom management for elementary teachers (6th Edition). Boston: Allyn and Bacon.
Feng, B., & Xiang, S. (2018). A Review of China’s New Basic Education Research in the Past Fifteen Years: Based on the Statistical Analysis of China HowNet. Journal of Shanghai Educational Research, 37(10):5-10. [Chinese] DOI: https://doi.org/10.16194/j.cnki.31-1059/g4.2018.10.002
Gutierrez, R., & Slavin, R.E. (1992). Achievement effects of the nongraded elementary school: A best evidence synthesis. Review of Educational Research, 62(4):333-376. DOI: https://doi.org/10.3102/00346543062004333
Liu, D. (2003). The voice of the times of China’s basic education reform—Lan Ye’s thoughts on basic education reform. Educational Science Research, 14(6):9-12. https://www.cnki.com.cn/Article/CJFD2003-JYKY200306002.htm
Perry, N.E., Walton, C., & Calder, K. (1999). Teachers developing assessments of early literacy: A community of practice project. Teacher Education and Special Education, 22(4):218-233. DOI: https://doi.org/10.1177/088840649902200404
Pinnell, G.S., DeFord, D.E., & Lyons, C.A. (1988). Reading Recovery: Early intervention for at-risk first graders. Arlington, VA: Education Research Services, pp. 84.
Pinnell, G.S., Lyons, C.A., DeFord, D.E., Bryk, A.S., & Seltzer, M. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, 29(1):8- 39. DOI: https://doi.org/10.2307/747736
Ross, S.M., Nunnery, J. & Smith, L.J. (1996). Evaluation of Title I Reading Programs: Amphitheater Public Schools, Year 1: 1995–96, Memphis: University of Memphis, Center for Research in Educational Policy.
Slavin, R.E. (1987). Ability grouping in elementary schools: Do we really know nothing until we know everything? Review of Educational Research, 57(3):347-350. DOI: https://doi.org/10.3102/00346543057003347
Slavin, R.E. (2007). Comprehensive School Reform. Success for All Foundation. Retrieved May 25, from https://www.successforall.org/wp-content/uploads/2016/02/Comprehensive-School-Reform.pdf
Slavin, R.E. (2013). Overcoming the four barriers to evidence-based education. Education Week, 32(29):24. https://www1.successforall.org/wp-content/uploads/2016/02/Overcoming-Four -Barriers-to-Evidence-Based-Education-Education-Week.pdf
Slavin, R.E., & Madden, N.A. (1999). Success for All/Roots & Wings. Summary of Research on Achievement Outcomes. https://files.eric.ed.gov/fulltext/ED438363.pdf
Ye, L. (1999). “New Basic Education” Exploratory Research Report Collection, Shanghai: Shanghai Sanlian Bookstore, pp. 18-21.
Zhang, Q. (2007). Follow evidence-based principles to formulate education policies. Journal of the Chinese Society of Education, 28(7):11-15. https://www.cnki.com.cn/Article/CJFDTotal-ZJYX200707005.htm
How to Cite
Zhou, L., & Gu, H. (2021). Success for All: Professor Slavin and the Improvement of Evidence-Based Schools and Its Enlightenment to China. Best Evidence in Chinese Education, 8(1), 1029–1040. https://doi.org/10.15354/bece.21.or35
Section
Original Article
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