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Implementing supplementary literacy instruction in Brazilian primary schools: The role of context, climate and commitment

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Abstract:

Brazilian education law charges schools with providing supplementary instruction for students with literacy difficulties. However, little is known about what factors might contribute to the successful implementation of a supplementary intervention in Brazilian schools. The goals of this study were to describe the development and implementation of an incipient supplementary intervention in eight Brazilian primary schools in two municipalities, and examine the municipal and school factors that influenced the success or failure to fully implement supplementary instruction. The methodology I used to conduct this study was a mixed methods case study. First, I administered a principal and teacher survey on organization and delivery of literacy instruction. Then, I conducted 60 hours of semi-structured interviews and focus groups with principals, teachers, and municipal-level staff. I also conducted 16 observations of supplementary instruction, averaging approximately one hour each. Finally, I reviewed documents related to the conceptualization of the supplementary instructional models. Background documents and survey results were analyzed descriptively to provide a contextual background for the case study, as well as a framework for the supplmentary instruction models. Interviews, focus groups and observations were coded using both etic and emic codes and analyzed by themes derived from the conceptual framework of fidelity of implementation. The findings revealed the role that municipal and school leadership, collective perception of the intervention model, and the political and social context of the municipality played in the success or failure to fully implement the supplementary intervention as designed.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486019_index.html
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MLA Citation:

da Silva, Carol. "Implementing supplementary literacy instruction in Brazilian primary schools: The role of context, climate and commitment" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486019_index.html>

APA Citation:

da Silva, C. D. , 2011-05-01 "Implementing supplementary literacy instruction in Brazilian primary schools: The role of context, climate and commitment" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486019_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Brazilian education law charges schools with providing supplementary instruction for students with literacy difficulties. However, little is known about what factors might contribute to the successful implementation of a supplementary intervention in Brazilian schools. The goals of this study were to describe the development and implementation of an incipient supplementary intervention in eight Brazilian primary schools in two municipalities, and examine the municipal and school factors that influenced the success or failure to fully implement supplementary instruction. The methodology I used to conduct this study was a mixed methods case study. First, I administered a principal and teacher survey on organization and delivery of literacy instruction. Then, I conducted 60 hours of semi-structured interviews and focus groups with principals, teachers, and municipal-level staff. I also conducted 16 observations of supplementary instruction, averaging approximately one hour each. Finally, I reviewed documents related to the conceptualization of the supplementary instructional models. Background documents and survey results were analyzed descriptively to provide a contextual background for the case study, as well as a framework for the supplmentary instruction models. Interviews, focus groups and observations were coded using both etic and emic codes and analyzed by themes derived from the conceptual framework of fidelity of implementation. The findings revealed the role that municipal and school leadership, collective perception of the intervention model, and the political and social context of the municipality played in the success or failure to fully implement the supplementary intervention as designed.


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