The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study

Autor/inn/en	Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca
Titel	The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study
Quelle	In: Journal of Research on Educational Effectiveness, 11 (2018) 1, S.83-108 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1327625
Schlagwörter	Vocabulary Development; Teaching Methods; Faculty Development; Grade 1; Elementary School Teachers; Control Groups; School Districts; Hierarchical Linear Modeling; Knowledge Base for Teaching; Pedagogical Content Knowledge; Outcomes of Education; Comparative Analysis; Randomized Controlled Trials; Experimental Groups; Correlation; Pretests Posttests; Achievement Tests; Classroom Observation Techniques; Factor Analysis; Statistical Analysis; California; Illinois; Ohio; Texas; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lernleistung; Schulerfolg; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Faktorenanalyse; Statistische Analyse; Kalifornien
Abstract	The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to treatment and control conditions. A total of 182 first-grade teachers and their 1,811 students formed the sample. Treatment teachers received the TSG professional development from October to March. Teachers in the business-as-usual control condition received school/district professional development. A multilevel analysis was conducted to detect impacts. Significant impacts were found for teacher knowledge and observed teaching practice. No impacts were found at the student level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01