Abstract
Purpose. The purpose of this study was to examine the advantageous and disadvantageous effects of commercially prepared and increasingly scripted learning programs (SLPs) on elementary school instruction as perceived by school administrators and teachers in the areas of (1) student academic achievement, (2) student behavior and engagement, (3) teacher instructional practices, and (4) the classroom teacher. This study examined SLPs as a unique genre, distinct from nonscripted, and differently formatted or nonprogrammatic approaches to instruction. Methodology. The study used the qualitative approach of a descriptive, multiple case study. The findings of the study were derived from group interviews in four central California school districts, three public and one nonpublic. The respondents included eleven administrators and twenty-five teachers. Findings. (1) Both administrators and teachers perceive advantageous effects on student achievement reflected in improved test scores. (2) Administrators emphasize advantageous effects on student behavior and engagement especially frequent assessment and tracking that promotes student behavior and engagement. Teacher perceptions of disadvantageous effects on instructional practices had repercussions for student behavior and engagement. (3) Administrators emphasize the advantageous effects on instructional practices that are an improvement over past practices, promote the use of explicit, direct instruction formats, and remedy teacher deficits. Administrators and teachers agree on advantages for new teachers and substitutes. Teachers perceive some advantageous effects but emphasize many disadvantageous effects, particularly in that students have varying backgrounds and needs that could be better met by more teacher modification, adaptation, and creative use of SLPs. (4) Teachers found that SLPs have disadvantageous effects on teachers wanting to continue in the profession. (5) Administrators primarily perceived advantageous effects while teachers primarily perceived disadvantageous effects of SLPs. Conclusions. SLPs advantageously effect student achievement, and teacher instructional practices, especially for new teachers and substitutes and in remedying teacher deficits. SLPs have many disadvantages; in meeting the diverse needs of students, allowing for creative teacher instructional practices and on teachers wanting to continue in the profession. Administrators consistently focused on the advantages of SLPs whereas teachers consistently focused on the disadvantages of SLPs. Recommendations. (1) The advantageous effects of SLPs can be achieved and the disadvantageous effects overcome by building a new school culture of collaboration among administrators and teachers regarding the use of SLPs; (2) developing strategies to minimize the politicizing of educational issues; and (3) replication studies need to be done with large numbers of respondents.