Current Projects

Research & Impact

Five multi-year projects are currently underway. iRAISE is funded by a grant from the U.S. Department of Education’s Investing in Innovation (i3) program. It is designed to increase implementation of Reading Apprenticeship in subject area high school classes, and to measure its effectiveness.

Two other projects, Reading Apprenticeship: Writing Connections and Reading Apprenticeship Across the Disciplines, funded by the USDOE SEED program, are designed to increase the numbers of highly effective secondary teachers by improving instruction in disciplinary literacy in multiple content areas. Both projects include RCTs to examine the impact of our professional learning on teacher practice and student learning.

In addition, the Strategic Literacy Initiative is a key partner in a federal consortium studying reading comprehension in grades 6–12. Known as Project READI, it is designing teacher professional development, curriculum, and assessments for a program of evidence-based argumentation in science, history, and literature.

At the community college level, STEM education is the focus of the Reading Apprenticeship Community College STEM Network, which aims to increase the retention and success of all STEM students, including student populations underrepresented in STEM careers.

Current Projects

Project READI

Reading, Evidence, and Argumentation in Disciplinary Instruction


Institute of Education Sciences, U.S. Dept. of Education •2010–2015

In the five-year READI project, the Strategic Literacy Initiative contributes its expertise in disciplinary literacy, teacher professional development, and science education to a national consortium investigating the role of evidence-based argumentation for increasing the reading comprehension of students in grades 6–12, both developmentally and in specific disciplines (history, science, and English literature). In fact, Project READI defines reading comprehension as the ability to support an argument, using discourse principles appropriate to the different disciplines. The project is collecting classroom data, collaborating with teachers, and developing instructional materials, formative assessments, and teacher professional development tools and materials. Reading Apprenticeship teachers and classrooms are helping to inform the research. SLI Co-director Cynthia Greenleaf is Co-principal Investigator on the project.

Study results will be available following the 2015 end of the project.

Key Project Features

Federal “moon shot” to improve reading comprehension
Key partner in national consortium developing
  • research
  • teacher professional development
  • curriculum
  • assessments

grades 6–12
  • science
  • history
  • literature

read more download project abstract

iRAISE

Internet-Based Reading Apprenticeship Improving Science Education


Investing in Innovation (i3), U.S. Dept. of Education
 • 2013–2016

Similarly to the RAISE i3 grant, iRAISE is funded by the U.S. Department of education to increase the reach of Reading Apprenticeship professional development for high school teachers and to measure its effectiveness. Specifically, iRAISE is creating an online version for science teachers of the face-to-face Reading Apprenticeship professional development already available. Two teams of teacher partners are helping to develop the course. A randomized controlled study will measure student subject area and literacy learning.

Research results will be available in 2016.

Key Project Features

Increase access to STEM professional development
Develop and test online science professional development
Adapt validated Reading Apprenticeship face-to-face PD
grades 9–12
 science
3 years
150 teachers
33,000 students
read more download project abstract

Reading Apprenticeship: Writing Connections


Supporting Effective Educator Development (SEED), U.S. Dept. of Education
 • 
2013–2016

This three-year project is designed to deepen teacher teams’ understanding of the reading-writing connection in science, history, and English language arts. The blended online and face-to-face model of professional development is designed to take advantage of both formats to increase teachers’ access and learning.

In addition, the project provides support structures and leadership development opportunities to increase a schools’ capacity for implementing the project’s approaches across the faculty and over time. A unique aspect of the project is its “pipeline” approach, which targets middle school feeder schools of high schools already implementing Reading Apprenticeship. The expectation is that as faculties support each other to align instructional practices, students’ extended experience with Reading Apprenticeship will amplify its impact on their academic engagement, literacy, and learning.

Research results will be available in 2016.

Key Project Features

Integrated subject area literacy
Teacher leadership development
Blended online and
face-to-face professional development
Middle school/high school pipeline
science

history

ELA
3 years
180 schools
1,000 teachers
60,000 students
read more download project abstract

Reading Apprenticeship Community College STEM Network


THE LEONA M. AND HARRY B. HELMSLEY CHARITABLE TRUST • 2014–2017

This three-year effort is designed to create a sustainable network of California community college STEM faculty whose instructional practices increase students’ retention and success in STEM courses. About 160 faculty and administrators are participating in professional development that supports them to incorporate the Reading Apprenticeship framework in their instruction, to build knowledge about how metacognitive conversation can enhance learning in college STEM courses, and to extend inquiry into these practices across their home campuses—reaching more than 1,000 instructors and 160,000 students. It is anticipated that participants’ experiences will inform the national conversation about how best to support a diverse student body in STEM courses that lead to STEM careers.

Key Project Features

Develop STEM professional development tools and formats
Develop a professional community of practice
Disseminate through a professional network
community college
3 years
1,000 instructors
160,000 students
read more download project abstract

Reading Apprenticeship Across the Disciplines


Supporting Effective Educator Development, U.S. Dept. of Education • 2015–2018

Reading Apprenticeship Across the Disciplines is a three-year project that will increase the number of highly effective secondary teachers in multiple disciplines.

Research results will be available in 2018.

Key Project Features

Cross-disciplinary
Teacher leadership development
Blended online and face-to-face professional development
Middle school/high school pipeline

all subjects

3 years
300 schools
2,000 teachers
200,000 students
read more download project abstract
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