Literaturnachweis - Detailanzeige
| Autor/inn/en | Berg, J.; Silander, M.; Bowdon, J.; O'Dwyer, L.; Dunn-Grandpre, H. |
|---|---|
| Institution | National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Regional Educational Laboratory Midwest (ED/IES); American Institutes for Research (AIR) |
| Titel | Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK-2 in Chicago Public Schools. Study Brief. REL 2021-113 |
| Quelle | Regional Educational Laboratory Midwest (2021)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen Als Datenquelle verlinkte Ressource |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monografie |
| Schlagwörter | Forschungsbericht; Coaching (Performance); Faculty Development; Reading Achievement; Reading Improvement; Public School Teachers; Primary Education; Preschool Education; Kindergarten; Grade 1; Grade 2; Elementary School Teachers; Program Effectiveness; Teacher Participation; Principals; Teacher Attitudes; Administrator Attitudes; Illinois (Chicago) |
| Abstract | Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. The P-2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative's standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers' and administrators' participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative's core professional development sessions. This Study Brief to the full report presents: (1) Why this study?; (2) What was studied and how?; (3) Findings; and (4) Implications. [For the full report, see ED617588. For the Study Snapshot, see ED617589. For the appendixes, see ED617591.] (ERIC). |
| Anmerkungen | Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
